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The integrated social cognitive theory with the TAM model: The impact of M-learning in King Saud University art education
Technology in higher education now includes a substantial amount of mobile learning (M-learning). M-learning also enables students to use the internet and technology for research, teamwork, and idea sharing. Additionally, in order to use M-learning systems, both students and teachers must accept M-l...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9731295/ https://www.ncbi.nlm.nih.gov/pubmed/36506961 http://dx.doi.org/10.3389/fpsyg.2022.1050532 |
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author | Almogren, Abeer S. Aljammaz, Norah A. |
author_facet | Almogren, Abeer S. Aljammaz, Norah A. |
author_sort | Almogren, Abeer S. |
collection | PubMed |
description | Technology in higher education now includes a substantial amount of mobile learning (M-learning). M-learning also enables students to use the internet and technology for research, teamwork, and idea sharing. Additionally, in order to use M-learning systems, both students and teachers must accept M-learning. However, not enough research has been done in Saudi Arabia to determine how satisfied students are with their real use of mobile learning for educational purposes. As a result, the current study intends to investigate students’ behavioral intentions to utilize mobile learning, their happiness with the technology, as well as their impressions of how they actually use mobile learning systems. Therefore, this study aimed to develop a new model by integrating social cognition theory and the technology acceptance model to better understand the elements that influence the adoption of mobile learning in higher education (TAM). The majority of the information was gathered through a survey, with 412 university students’ randomly assigned questionnaires. The data analysis tools utilized were SPSS and Smart-PLS3.3.3. The studies proposed research model could, according to the study’s findings, account for 52.5% of the variation in how mobile learning systems were actually used. This information is crucial for understanding how social and educational technology factors affect the actual use of mobile learning systems. With only two hypotheses being rejected, this study created a new model that supported 16 of them. The findings indicated a beneficial relationship between 10 social and educational technology elements. The findings also indicated a favorable impact on students’ behavioral intentions to use and student happiness, which favorably impacts the actual use of M-learning in higher education. In order to improve students’ academic performance via mobile learning, social cognitive theory and the TAM model are combined as a consequence of the study’s empirical results. Therefore, we encourage students to collaborate with their colleagues at higher education institutions and use M-learning in their classrooms. |
format | Online Article Text |
id | pubmed-9731295 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-97312952022-12-09 The integrated social cognitive theory with the TAM model: The impact of M-learning in King Saud University art education Almogren, Abeer S. Aljammaz, Norah A. Front Psychol Psychology Technology in higher education now includes a substantial amount of mobile learning (M-learning). M-learning also enables students to use the internet and technology for research, teamwork, and idea sharing. Additionally, in order to use M-learning systems, both students and teachers must accept M-learning. However, not enough research has been done in Saudi Arabia to determine how satisfied students are with their real use of mobile learning for educational purposes. As a result, the current study intends to investigate students’ behavioral intentions to utilize mobile learning, their happiness with the technology, as well as their impressions of how they actually use mobile learning systems. Therefore, this study aimed to develop a new model by integrating social cognition theory and the technology acceptance model to better understand the elements that influence the adoption of mobile learning in higher education (TAM). The majority of the information was gathered through a survey, with 412 university students’ randomly assigned questionnaires. The data analysis tools utilized were SPSS and Smart-PLS3.3.3. The studies proposed research model could, according to the study’s findings, account for 52.5% of the variation in how mobile learning systems were actually used. This information is crucial for understanding how social and educational technology factors affect the actual use of mobile learning systems. With only two hypotheses being rejected, this study created a new model that supported 16 of them. The findings indicated a beneficial relationship between 10 social and educational technology elements. The findings also indicated a favorable impact on students’ behavioral intentions to use and student happiness, which favorably impacts the actual use of M-learning in higher education. In order to improve students’ academic performance via mobile learning, social cognitive theory and the TAM model are combined as a consequence of the study’s empirical results. Therefore, we encourage students to collaborate with their colleagues at higher education institutions and use M-learning in their classrooms. Frontiers Media S.A. 2022-11-24 /pmc/articles/PMC9731295/ /pubmed/36506961 http://dx.doi.org/10.3389/fpsyg.2022.1050532 Text en Copyright © 2022 Almogren and Aljammaz. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Almogren, Abeer S. Aljammaz, Norah A. The integrated social cognitive theory with the TAM model: The impact of M-learning in King Saud University art education |
title | The integrated social cognitive theory with the TAM model: The impact of M-learning in King Saud University art education |
title_full | The integrated social cognitive theory with the TAM model: The impact of M-learning in King Saud University art education |
title_fullStr | The integrated social cognitive theory with the TAM model: The impact of M-learning in King Saud University art education |
title_full_unstemmed | The integrated social cognitive theory with the TAM model: The impact of M-learning in King Saud University art education |
title_short | The integrated social cognitive theory with the TAM model: The impact of M-learning in King Saud University art education |
title_sort | integrated social cognitive theory with the tam model: the impact of m-learning in king saud university art education |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9731295/ https://www.ncbi.nlm.nih.gov/pubmed/36506961 http://dx.doi.org/10.3389/fpsyg.2022.1050532 |
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