Open AccessMobile learning technology readiness and acceptance among pre-service teachers in Pakistan during the COVID-19 pandemic
Author(s) -
Muhammad Zaheer Asghar,
Elena Barberà,
Iram Younas
Publication year - 2021
Publication title -
knowledge management and e-learning: an international journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.526
H-Index - 21
eISSN - 2309-5008
pISSN - 2073-7904
DOI - 10.34105/j.kmel.2021.13.005
Subject(s) - expectancy theory , pandemic , psychology , unified theory of acceptance and use of technology , the internet , service (business) , service quality , technology acceptance model , business , covid-19 , medical education , marketing , social psychology , computer science , medicine , usability , disease , pathology , world wide web , infectious disease (medical specialty) , human–computer interaction
Accessibility in education during the COVID-19 pandemic is a big challenge around the world. This study aimed to investigate pre-service teachers’ accessibility, acceptability, and readiness with respect to mobile learning (M-learning) technology and the relationships between M-learning acceptance and readiness. The questionnaires adopted the Unified Theory of Acceptance and Use of Technology. The survey was conducted with 429 pre-service teachers from public and private universities in Pakistan. It was found that mobile phones and the Internet are easily accessible to pre-service teachers. The results reveal that personal innovation, quality of services, and social influence have a significant direct impact on behavioral intention to use M-learning technology. Personal innovation and quality of services have an indirect effect on M-learning readiness. On the contrary, the study found a direct effect of effort expectancy, performance expectancy, personal innovation, quality of services, and behavioral intentions on M-learning readiness. The implications of the findings are also discussed.