What determines students' behavioural intention to use mobile learning management systems? Empirical answers from a blended environment in Sub-Saharan Africa. (2nd March 2022)

• Record Type: Journal Article
• Authors: Arthur-Nyarko, Emmanuel; Gyan, Stephen Brobbey; Asante, Alexander
• Is Part Of: International journal of learning technology. Volume 16:Number 4(2021)
• Page Start: 303
• Page End: 323
• Publication Date: 2022-03-02
• Subjects: behavioural intention -- mobile learning -- blended environment -- technology acceptance model -- TAM -- learning management systems -- M-LMS -- Sub-Saharan -- perceived ease of use -- perceived usefulness -- perceived educational compatibility -- facilitating conditions; Learning -- Periodicals; Instructional systems -- Periodicals; 371.3
• Languages: English
• ISSNs: 1477-8386

Abstract

This study investigated the determinants of students' behavioural intention (BI) to use mobile learning management systems (M-LMS) in a blended distance learning environment. The study was undertaken at the College of Distance Education (CoDE) of the University of Cape Coast (UCC) in Ghana. Using a predictive correlational design, a 28-item questionnaire based on the extended technology acceptance model (E-TAM) was used to gather data from 370 undergraduate students. Both descriptive statistics and multiple-linear regression with the stepwise method were applied in the analysis. The study revealed that factors such as perceived ease of use (PEOU), perceived usefulness (PU), perceived educational compatibility (PEC), and facilitating conditions (FC) were significant determinants of students' BI to use M-LMS for learning in a blended distance environment, with PEOU being the best predictor. The study provides useful recommendations for sustainable M-LMS implementation at college and in similar environments.