Integrating UTAUT and UGT to explain behavioural intention to use M-learning

Abstract

Purpose The purpose of this study was to investigate factors that influence the intention to use mobile learning (m-learning) by learners in developing countries such as Thailand. This study integrated two theories; namely, the unified theory of acceptance and use of technology (UTAUT), which focuses on technology, and uses and gratifications theory (UGT), which involves studying learners’ motivation. Design/methodology/approach Applying a quantitative research method, this study conducted a survey of 359 undergraduates. The partial least squares methods and a statistical analysis technique based on the structural equation modelling (SEM), were used to analyse the data. Findings The results revealed that the performance expectancy, cognitive need, affective need and social need had significant effect on intention to use m-learning. Furthermore, this study found a significant effect of the cognitive need on the performance expectancy and social need on effort expectancy. Practical implications This research model has provided guidelines for the effective development of educational applications for use on mobile devices. The findings can be applied as guidelines for public organizations to develop educational strategies to further encourage the development of online learning. Originality/value This research closed a gap of understanding from previous studies by integrating UTAUT and UGT. The method derived from the theoretically integrated model could be applied to study the intentions for the implementation the mobile learning application from the context of developing countries such as Thailand.