Complexities, Challenges, and Opportunities of Mobile Learning: A Case Study at the University of Jordan
-
Published:2023-06-14
Issue:12
Volume:15
Page:9564
-
ISSN:2071-1050
-
Container-title:Sustainability
-
language:en
-
Short-container-title:Sustainability
Author:
Alshamaila Yazn1ORCID, Awwad Ferial Mohammad Abu2, Masa’deh Ra’ed3ORCID, Farfoura Mahmoud E.4
Affiliation:
1. King Abdullah II School for Information Technology, The University of Jordan, Amman 11942, Jordan 2. Department of Educational Psychology, School of Educational Sciences, The University of Jordan, Amman 11942, Jordan 3. Department of Management Information Systems, School of Business, The University of Jordan, Amman 11942, Jordan 4. Department of Computer Science, Faculty of Information Technology, Applied Science Private University, Amman 11937, Jordan
Abstract
With the increasing popularity of mobile learning in educational settings, the use of social networking sites (SNSs) as a tool for remote learning has become increasingly prevalent. However, the negative aspects of mobile learning through SNSs have not been extensively explored by scholars. Therefore, in this paper, we aim to investigate the impact of social overload, information overload, life invasion, and privacy invasion on students’ technostress and exhaustion and the resulting reduced intention to use SNSs for mobile learning. We also aim to investigate the impact of social overload, information overload, life invasion, and privacy invasion on students’ technostress and exhaustion and the resulting reduced intention to use SNSs for mobile learning. Data were collected through an online survey from 648 voluntary participants in Jordanian universities. The SOR framework provided a theoretical foundation for understanding the impact of SNSs on mobile learning. Through this study, we found information overload and life invasion were significantly related to higher levels of technostress and exhaustion among students. This suggests that, when students feel overwhelmed by excessive information or when their personal lives are invaded by SNS use, they experience increased technostress and exhaustion. Moreover, the study revealed that technostress and exhaustion were positively associated with a reduced intention to use SNSs for mobile learning. This indicates students who experience higher levels of technostress and exhaustion are less likely to engage with SNSs as a platform for their mobile learning needs. In contrast, we did not find a significant relationship between social overload and technostress, suggesting the amount of social interaction on SNSs may not directly contribute to students’ technostress levels. Additionally, we observed no significant relationship between privacy invasion and exhaustion, indicating privacy concerns may not directly contribute to students’ feelings of exhaustion in the context of mobile learning through SNSs. Regarding practical implications, we thus suggest the importance of establishing norms and rules to protect students’ privacy and prevent overburdening them with excessive SNS use. The SOR framework provides a theoretical foundation for understanding the impact of SNSs on mobile learning, and future researchers could benefit from its application.
Subject
Management, Monitoring, Policy and Law,Renewable Energy, Sustainability and the Environment,Geography, Planning and Development,Building and Construction
Reference92 articles.
1. Kinshuk. Examining the factors influencing participants’ knowledge sharing behavior in virtual learning communities;Chen;J. Educ. Technol. Soc.,2009 2. A context-aware ubiquitous learning environment for conducting complex science experiments;Hwang;Comput. Educ.,2009 3. Vavoula, G. (2009). Researching Mobile Learning: Frameworks, Tools and Research Designs, Peter Lang Verlag. 4. Al-Bashayreh, M., Almajali, D., Altamimi, A., Masa’deh, R., and Al-Okaily, M. (2022). An empirical investigation of reasons influencing student acceptance and rejection of mobile learning apps usage. Sustainability, 14. 5. Amelia, N., and Pasick, A. (2020, October 14). Why Students Can’t Get Laptops. Available online: https://www.nytimes.com/2020/12/14/technology/laptops-schools.html.
|
|