Abstract
Mobile learning has become a critical aspect of online learning in the post-pandemic era. As a result, practitioners and policymakers have paid increasing attention to mobile learning acceptance among various stakeholders. However, there is a vacuity of literature on mobile learning acceptance in developing countries, particularly in the African context. This study sought to examine the determinants of mobile learning acceptance among undergraduates in higher educational institutions using a structural equation modelling approach. Data were collected through a web survey distributed to 415 undergraduate students in Namibia. The majority of the UTAUT relationships were confirmed, although some were not supported. The results revealed a strong positive relationship between performance expectancy and hedonic motivation. Hence, hedonic motivation mediates the relationship between performance expectancy and behavioural intention to use mobile learning in Namibia. The results of this study may help to inform mobile learning implementation efforts, particularly in the post-pandemic period.
Subject
Management, Monitoring, Policy and Law,Renewable Energy, Sustainability and the Environment,Geography, Planning and Development,Building and Construction
Cited by
2 articles.
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1. Namibian Teachers’ Behavioural Intentions on Students’ Mathematics Learning Using Their Own Devices;European Journal of Mathematics and Science Education;2023-12-15
2. Future of Public Sector Enterprises in the Metaverse;Multidisciplinary Approaches in AI, Creativity, Innovation, and Green Collaboration;2023-05-01