Mobile Learning Among University Students: Adoption and Application of M-Learning

Sahar Zare; Mohammad Shirdeli; Rita Rezaee; Fatemeh Niknam; Sara Mobarak; Saeed Jelvay

doi:10.18502/acta.v60i11.11655

Sahar Zare Health Information Management Research Center (HIMRC), Kashan University of Medical Sciences, Kashan, Iran
Mohammad Shirdeli Department of Health Information Technology, Human Resources Development Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
Rita Rezaee Department of Health Information Management, Health Human Resources Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
Fatemeh Niknam Department of Health Information Technology, Human Resources Development Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
Sara Mobarak Department of Infectious Disease, School of Medicine, Abadan University of Medical Sciences, Abadan, Iran
Saeed Jelvay Department of Health Information Management, Abadan University of Medical Sciences, Abadan, Iran

DOI: https://doi.org/10.18502/acta.v60i11.11655

Keywords: Distance education; Distance learning; Attitude; Acceptance

Abstract

The successful implementation of mobile learning is mainly impacted by learners’ attitudes to accepting and applying mobile learning systems. In the current study, an m-learning application was developed and implemented for university students, and their perspective toward the adoption and application of m-learning was investigated. This cross-sectional study was carried out in 2020. The participants were 114 university students at Abadan University of Medical Sciences. Data were collected by means of a valid questionnaire containing 42 questions in 13 subscales in addition to an open-ended question about the positive and negative aspects of the m-learning application. There was a significant relationship between acceptance and major (P=0.001), mobile usage (P=0.035), and familiarity with m-learning (P<0.001). The total mean of m-learning application acceptance was 3.95±0.32, which shows a good level. Self-efficacy, perceived ease of use, and user interface were, respectively, the most influencing factors; mobile device limitation and governmental support were the least influencing factors. “Direct communication with the teacher/instructor” and “Internet disconnection during video teaching” were among the positive and negative aspects of applying the m-learning application, respectively. The m-learning application was well adopted among the students. Mobile device limitations are a reason for the student's concerns. “Usability features” can be a point for covering mobile device limitations.