Abstract
In recent years, the use of mobile learning (M-learning) has significantly increased in educational and academic settings with the growth of mobile technology (MT) and many studies have been realized in this field. But the literature reveals that most of the previous researches presented in the field of MT acceptance in high school and university. On the other hand, lack of sufficient research is clearly seen on the acceptance of MT and the use of the M-learning in primary school due to the corona pandemic and its negative effects e.g. the absence of learners in educational settings. Hence, this lack has motivated us to present an extended technology acceptance model (TAM) in the context of M-learning for primary school students. This quantitative non-experimental research has investigated the possibility of using TAM for identifying effective factors on M-learning acceptance by primary school students as a user acceptance model for academic intentions and determined these factors through testing TAM in the school setting. Experimental findings prove that perceived ease of use (PEOU), perceived enjoyment (PE), perceived convenience (PC), and perceived usefulness (PU) had effect on attitude toward using MT by primary school students. Also, continuance intention to use (CI) was directly influenced by perceived usefulness and attitude toward using (AT) constructs.
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Eskandari, S., Valente, J.P. (2022). An Extended Technology Acceptance Model in the Context of Mobile Learning for Primary School Students. In: Auer, M.E., Tsiatsos, T. (eds) New Realities, Mobile Systems and Applications. IMCL 2021. Lecture Notes in Networks and Systems, vol 411. Springer, Cham. https://doi.org/10.1007/978-3-030-96296-8_25
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