DSpace Repository

An empirical analysis of the determinants of mobile instant messaging appropriation in university learning

Show simple item record

dc.contributor.author Bere, Aaron
dc.contributor.author Rambe, Patient
dc.date.accessioned 2018-08-28T06:36:11Z
dc.date.available 2018-08-28T06:36:11Z
dc.date.issued 2016
dc.identifier.issn 1042-1726
dc.identifier.issn 1867-1233
dc.identifier.uri http://hdl.handle.net/11462/1579
dc.description Published Article en_US
dc.description.abstract Research on technology adoption often profiles device usability (such as perceived usefulness) and user dispositions (such as perceived ease of use) as the prime determinants of effective technology adoption. Since any process of technology adoption cannot be conceived out of its situated contexts, this paper argues that any pre-occupation with technology acceptance from the perspective of device usability and user dispositions potentially negates enabling contexts that make successful adoption a reality. Contributing to contemporary debates on technology adoption, this study presents flexible mobile learning contexts comprising cost (device cost and communication cost), device capabilities (portability, collaborative capabilities), and learner traits (learner control) as antecedents that enable the sustainable uptake of emerging technologies. To explore the acceptance and capacity of mobile instant messaging systems to improve student performance, the study draws on these antecedents, develops a factor model and empirically tests it on tertiary students at a South African University of Technology. The study involved 223 national diploma and bachelor’s degree students and employed partial least squares for statistical analysis. Overall, the proposed model displayed a good fit with the data and rendered satisfactory explanatory power for students’ acceptance of mobile learning. Findings suggest that device portability, communication cost, collaborative capabilities of device and learner control are the main drivers of flexible learning in mobile environments. Flexible learning context facilitated by learner control was found to have a positive influence on attitude towards mobile learning and exhibited the highest path coefficient of the overall model. The study implication is that educators need to create varied learning opportunities that leverage learner control of learning in mobile learning systems to enhance flexible mobile learning. The study also confirmed the statistical significance of the original Technology Acceptance Model constructs. en_US
dc.format.extent 833 618 bytes, 1 file
dc.format.mimetype Application/PDF
dc.language.iso en_US en_US
dc.publisher Journal of Computing in Higher Education en_US
dc.subject Adoption en_US
dc.subject Technology acceptance model en_US
dc.subject Mobile learning en_US
dc.subject Mobile instant messaging en_US
dc.subject WhatsApp en_US
dc.title An empirical analysis of the determinants of mobile instant messaging appropriation in university learning en_US
dc.type Article en_US

Files in this item

This item appears in the following Collection(s)

Show simple item record

Search DSpace


My Account