Abstract
The current study serves two basic purposes: (1) to develop and validate a scale designed to examine students’ mobile learning acceptance behavior in mathematics, and (2) to examine factors that influence their intentions to use mobile learning in their future. The Unified Theory of Acceptance and Use of Technology (UTAUT) was the theoretical framework. The participants were 271 8th graders in a western city of Turkey. The results fully supported the construct and discriminant validity of the scale. Performance expectancy, effort expectancy, social influence, and facilitating conditions were found to have a direct influence on intentions and collectively accounted for 38% of variation in intentions. Performance expectancy had the highest direct influence on intentions. The effect of effort expectancy on intentions was found to be stronger for girls than that for boys. Based on these results, the researchers strongly believe that the scale can be utilized by teachers and researchers to measure mobile technology acceptance behavior of students not only in mathematics but also in different fields of education. The UTAUT model offers a useful framework to understand mobile technology acceptance behavior in mathematics and the scale may make a positive contribution to the successful implementation of mobile learning in mathematics classes.
Résumé
La présente étude poursuit deux objectifs fondamentaux: (1) élaborer et valider une échelle conçue pour examiner le comportement démontrant le niveau d’acceptation des élèves en ce qui concerne l’apprentissage mobile (2) vérifier les facteurs qui influencent leurs intentions d’utiliser l’apprentissage mobile dans l’avenir. La théorie unifiée d’acceptation et de l’utilisation des technologies (TUAUT) a servi de cadre théorique. Les 271 participants étaient des élèves de huitième année d’une ville occidentale de Turquie. Les résultats démontrent pleinement la validité conceptuelle et celle de la fonction discriminante de l’échelle. Les attentes en matière de rendement et d’effort, l’influence sociale et les conditions propices sont ressorties comme exerçant une influence directe sur les intentions et collectivement, elles sont à l’origine de 38% de la variation dans les intentions. L’effet des attentes en matière d’effort sur les intentions s’est révélé plus important chez les filles que chez les garçons. À la lumière de ces résultats, les chercheurs croient fermement que l’échelle peut servir aux enseignants et aux chercheurs pour évaluer le comportement indiquant le niveau d’acceptation des élèves en ce qui a trait à l’apprentissage mobile non seulement en mathématiques, mais aussi dans différents domaines de l’éducation. Le modèle TUAUT offre un cadre utile pour comprendre le comportement associé au degré d’acceptation de l’apprentissage mobile en mathématiques et il s’avère que l’échelle peut contribuer positivement à la mise en œuvre de l’apprentissage mobile dans les cours de cette matière.
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This paper is based on a project supported by Balikesir BAP Projeleri Birimi (Project No: 2019/017).
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Kandemir, M.A., Franklin, T., Perkmen, S. et al. Develo** a Mobile Learning Acceptance Scale for Mathematics. Can. J. Sci. Math. Techn. Educ. 22, 392–404 (2022). https://doi.org/10.1007/s42330-022-00216-3
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DOI: https://doi.org/10.1007/s42330-022-00216-3