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Top1 Introduction
Mobile learning is the use of handheld devices such as smartphones and tablets to engage in learning activities (Kumar et al., 2021; Kumar & Sharma, 2020). Integrating mobile technology into the teaching and learning process is a challenging task, and many factors such as; small screen size, connectivity, network infrastructure, learner demography, and literacy impede mobile learning adoption (Kumar & Chand, 2019; Kumar et al., 2019; Christensen & Knezek, 2017). Adoption refers to the user's intention to use a new system. The decision to adopt a new mobile learning technology mainly depends on how the learners feel the system will improve their learning ability (Magsamen-Conrad & Dillon, 2020; Ritchie and Roser, 2017). A variety of adoption models have been used to investigate mobile learning adoption in the literature. However, these models are relatively generic and do not address specific domain adoption concerns (Bere & Rambe, 2016; Ansong et al., 2017). Motivated by this shortcoming, the unified theory of acceptance and use of technology (UTAUT) model was extended to study mobile learning adoption.
The UTAUT model is considered the most prevalent for technology adoption (Al-Saedi, Al-Emran, Ramayah, & Abusham, 2020; Khechine, Lakhal, & Ndjambou, 2016). This model was developed by Venkatesh et al. (2003) after reviewing eight diverse adoption models such as the theory of reasoned action (TRA), technology acceptance model (TAM), motivational model (MM), theory of planned behavior (TPB), a model combining the technology acceptance model and the theory of planned behavior (C-TAM-TPB), model of PC utilization (MPCU), innovation diffusion theory (IDT), and social cognitive theory (SCT). According to Venkatesh et al. (2003), scholars and organizations are perplexed while choosing among the range of available models, each focusing on specifics while not covering broader aspects. Hence the team went on to create a unified model suitable for adopting information technology. The initial constructs proposed in the UTAUT model are performance expectancy, effort expectancy, social influence, and facilitating conditions, including four key moderators influencing intention to use (gender, age, voluntariness, and experience).
However, to study mobile learning adoption, these constructs do not fully explore the unique characteristics of mobile learning (Almaiah et al., 2019; Chao, 2019). Mobile learning is more individualized, while the UTAUT adoption model focuses more on organizational adoption (Sarrab et al., 2017). In this paper, the UTUAT model is extended by extracting primary studies on mobile learning adoption from the literature and identifying factors affecting mobile learning adoption. These factors were further analyzed using thematic analysis, and seven new constructs; interaction, self-efficacy, innovation and motivation, satisfaction, attitude, literacy and readiness, and non-functional requirements, were added to the UTAUT model. The model was validated through expert review, and the results indicate that it can positively contribute to mobile learning adoption studies. This paper is organized as follows; the background on mobile learning adoption is provided. The methodology section describes how the research was designed and executed; it was divided into three parts; i) information extraction – selecting and analyzing published studies to identify relevant factors for mobile learning adoption, ii) UTAUT model extension – the factors collated in the previous step were analyzed to identify new constructs and subsequently added to the model, iii) validation of the extended UTAUT model was conducted to see if it effectively studies mobile learning adoption. Finally, the paper concludes by outlining the directions for further research.