University Students' Acceptance of Mobile Learning: A Comparative Study in Turkey and Kyrgyzstan

Autor/inn/en	Afacan Adanir, Gülgün; Muhametjanova, Gulshat
Titel	University Students' Acceptance of Mobile Learning: A Comparative Study in Turkey and Kyrgyzstan
Quelle	In: Education and Information Technologies, 26 (2021) 5, S.6163-6181 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Afacan Adanir, Gülgün) ORCID (Muhametjanova, Gulshat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-021-10620-1
Schlagwörter	College Students; Student Attitudes; Technology Uses in Education; Telecommunications; Handheld Devices; Behavior Theories; Cross Cultural Studies; Structural Equation Models; State Universities; Intention; Foreign Countries; Turkey; Kyrgyzstan + Suchen Sie Ihr Suchwort? Collegestudent; Schülerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Telekommunikationstechnik; Cultural comparison; Kulturvergleich; Staatliche Universität; Ausland; Türkei
Abstract	A key factor in the success of a technology is its use by target users. Therefore, the effectiveness of mobile learning depends on student acceptance. In this regard, the purpose of this study is to analyze the factors that influence university students' acceptance of mobile learning. This study is based on Technology Acceptance Model (TAM) and Theory of Planned Behavior (TPB). Thus, the study covered attitude, subjective norm, and perceived behavioral control as the major antecedents of students' behavioral intention to use mobile learning. The study was conducted during the 2020-2021 fall term at two different universities, which are a state university in Turkey, and a state university in Kyrgyzstan. There were a total of 400 participants, including 200 students from each country. Structural equation modeling (SEM) analysis was employed to investigate the effects of factors on participant students' behavioral intention to use mobile learning. Turkish and Kyrgyz students showed both similarities and differences in the effects of factors on mobile learning use. The results demonstrated that subjective norm and perceived behavioral control have a significant impact on the use of mobile learning by both Turkish and Kyrgyz students. While attitude has a significant effect on Kyrgyz students' acceptance of mobile learning, it has no significant effect on Turkish students' acceptance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01