Abstract
Researchers have shown that knowledge acquisition and sharing have considerably influenced the acceptance of various technologies. However, there is a scarce of knowledge on how these two factors affect the acceptance of Mobile learning (M-learning). Thus, this research is believed to be one of the few attempts that aims to understand the impact of knowledge acquisition and knowledge sharing on M-learning acceptance through the extension of technology acceptance model (TAM) by these factors. The data were collected from 735 IT undergraduate students enrolled in two different academic institutions in two different developing countries, namely Malaysia and Oman, using questionnaire surveys. The partial least squares-structural equation modeling (PLS-SEM) is used to validate the extended theoretical model. The findings indicated that knowledge acquisition has a significant positive influence on perceived ease of use and perceived usefulness of M-learning in both samples. Moreover, the findings revealed that knowledge sharing has a significant positive impact on perceived usefulness with respect to the Omani sample, whereas this relation was not supported in terms of the Malaysian sample. Theoretical and practical implications, limitations, and future research directions are also discussed.
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Appendix 1: Constructs and items
Appendix 1: Constructs and items
1.1 Knowledge Acquisition
KA1. M-learning system facilitates the process of acquiring knowledge from the course material.
KA2. M-learning system facilitates the process of acquiring knowledge through discussions with my instructor and classmates.
KA3. M-learning system allows me to generate a new knowledge based on my existing knowledge.
KA4. M-learning system enables me to acquire the knowledge through various resources.
KA5. M-learning system assists me to acquire the knowledge that suits my needs.
KA6. M-learning system can assist our university for better knowledge acquisition.
1.2 Knowledge Sharing
KS1. M-learning system allows me to share knowledge with my instructor and classmates.
KS2. M-learning system supports discussions with my instructor and classmates.
KS3. M-learning system facilitates the process of knowledge sharing at anytime anywhere.
KS4. M-learning system enables me to share different types of resources with my class instructor and classmates.
KS5. Sharing my knowledge through M-learning system strengthens the relationships with my instructor and classmates.
KS6. M-learning system facilitates the collaboration among the students.
1.3 Perceived Usefulness
PU1. M-learning system enhances my efficiency.
PU2. M-learning system enhances my learning productivity.
PU3. M-learning system enables me to accomplish tasks more quickly.
PU4. M-learning system improves my performance.
PU5. M-learning system saves my time.
1.4 Perceive Ease of Use
PE1. M-learning system is easy to use.
PE2. Interaction with M-learning system is clear and understandable.
PE3. M-learning system is easy for me to manage knowledge.
PE4. M-learning system is convenient and user-friendly.
PE5. M-learning system is easy to access.
1.5 Behavioral Intention to Use
BI1. I intend to increase my use of the M-learning system.
BI2. It is worth to recommend the M-learning system for other students.
BI3. I’m interested to use the M-learning system more frequently in the future.
1.6 Actual System Use
AU1. I use the M-learning system on daily basis.
AU2. I use the M-learning system frequently.
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Al-Emran, M., Mezhuyev, V. & Kamaludin, A. Is M-learning acceptance influenced by knowledge acquisition and knowledge sharing in developing countries?. Educ Inf Technol 26, 2585–2606 (2021). https://doi.org/10.1007/s10639-020-10378-y
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DOI: https://doi.org/10.1007/s10639-020-10378-y