English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Mobile learning (m-learning) is a key solution for education in order to improve the learning effectiveness of students. Increasing mobile penetrationÂ in the world, particularly among the young generationÂ urges the investigation of the factors affecting m-learning use in higher education institutions. The primary aim of this paper is to utilize general extended technology acceptance model for e-learning (GETAMEL)Â developed by Abdullah and Ward (2016) to examineÂ the factors driving the undergraduate studentsâ€™Â attitudeÂ and intention to use m-learning in Azerbaijan with theÂ moderating effect of Technology innovativeness (TI).Â The study used a survey conducted across the under-Â graduate students in the 7 universities located in theÂ Baku city. The survey questionnaire was used to collectÂ valid data from 698 samples. The Structural EquationÂ Modelling (SEM) results revealed that Experience (XP),Â Subjective norms (SN), Enjoyment (ENJOY), Information and communication technologies anxiety (IC-TA), and Self-efficacy (SE) significantly influence Perceived Usefulness (PU), while only XP and ICTA haveÂ an impact on Perceived ease of use (PEOU). It did notÂ affect PU of m-learning. TI was found to have moderating effect on the relationship of PEOU and PU withÂ Attitude (ATT), but not the relationship of ATT withÂ Intention (INT). This study filled the gap in the m-learning literature in Azerbaijan, and provided significant implication for both academic and governmentÂ institutions willing to increase the penetration of ICTÂ technologies and m-learning in higher education.

Assessing Studentsâ€™ Attitude and Intention to Use M- learning in Higher Education