User Acceptance of Mobile Technology: A Campus-Wide Implementation of Blackboard's Mobile™ Learn Application

Abstract

Mobile learning is a fast growing trend in higher education. This study examined how an extended technology acceptance model (TAM) could evaluate and predict the use of a mobile application in learning. A path analysis design was used to measure the mediating effects on the use of Blackboard's Mobile™ Learn application in coursework (N = 77). The results indicate that the hypothesized model was a strong fit, χ² (8, N = 77) = 6.84, p = 0.55. Perceived resources, perceived ease of use, perceived usefulness, and attitude were found to be significant determinants of users' acceptance of mobile application technology. The findings of this research have implications for educational leaders, mobile application designers, course instructors, and instructional technologists who want to understand why students adopt mobile learning, how to devise practical methods for integrating mobile applications into curriculum, and ways to evaluate of the acceptance and usability of the mobile learning systems.

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