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Pre‐service teachers’ intention to adopt mobile learning: A motivational model
Author(s) -
Baydas Ozlem,
Yilmaz Rabia M.
Publication year - 2018
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/bjet.12521
Subject(s) - psychology , perspective (graphical) , structural equation modeling , cognition , variance (accounting) , social needs , teacher education , social cognitive theory , need for cognition , mathematics education , social psychology , computer science , health care , accounting , machine learning , neuroscience , artificial intelligence , economics , business , economic growth
This study proposes a model for determining preservice teachers’ intentions to adopt mobile learning from a motivational perspective. Data were collected from 276 preservice teachers and analyzed by structural equation modeling. A model capable of explaining 87% of the variance in preservice teachers’ intention to adopt mobile learning was developed. According to this model, preservice teachers’ attitudes and cognitive needs have an influence on their behavioral intention while their affective and social needs do not.[Note 7. The fourth sentence of the Abstract has been edited ...] Their social needs are influenced by their affective and cognitive needs. In addition, affective needs have an influence on their cognitive needs. Therefore, focusing on mobile learning's practices and their roles in preservice teacher training are important to develop effective ICT course contents.