Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/45871
Title: The students’ readiness to engage with mobile learning apps
Authors: Camilleri, Mark Anthony
Camilleri, Adriana Caterina
Keywords: Mobile apps
Mobile communication systems in education -- Social aspects
Distance education -- Technological innovations
Education -- Effect of technological innovations on
Educational technology
Mobile communication systems in education
Issue Date: 2019-08-23
Publisher: Emerald
Citation: Camilleri, M. A., & Camilleri, A. C. (2019). The students’ readiness to engage with mobile learning apps. Interactive Technology and Smart Education. DOI: 10.1108/ITSE-06-2019-0027
Abstract: Purpose: A relevant literature review suggests that today’s children are increasingly immersing themselves in ubiquitous technologies, including interactive media and digital games. Therefore, this research investigates the primary school students’ intrinsic and extrinsic motivations toward learning via gameplay through their mobile devices, at home, and at school. Design: This study was carried out among primary school students in a small European state. It used valid and reliable measures, that comprised the technology acceptance model’s key constructs. However, the empirical investigation also explored the students’ perceived enjoyment and social influences, as plausible antecedents for their behavioral intention to engage with the educational applications (apps). Findings: The findings reported that there were strong correlations between the students’ perceived usefulness of the mobile technologies and their behavioral intention to use them for their learning. The results also indicated that there was no significant relationship between the perceived ease of use and the children’s enjoyment in engaging with the educational apps that were used at school. Originality: To the best of our knowledge, there is no other study in academia that has explored the children’s technology acceptance, normative pressures and their intrinsic motivations to use mobile learning technologies in the context of primary education. Therefore, this contribution opens future research directions, as this study can be replicated in other contexts.
URI: https://www.um.edu.mt/library/oar/handle/123456789/45871
Appears in Collections:Scholarly Works - FacMKSCC

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