The present study aims to interpret management student’s motivation to adopt m-learning and assesses the determinates impacting the behavioral intent of m-learning adoption. A comprehensive research archetype is proposed by integrating two prominent theoretical models, namely UTAUT and UGT. The research model is tested using multi-analytic structural equation modeling (SEM) and advanced neural network (ANN) approach. The quantitative data was gathered and measured from 220 management students. The study outcomes reported that affective need, performance expectancy, effort expectancy, social influence and facilitating conditions positively impacted the student’s intent to use m-learning, whereas cognitive need was found to be insignificant in predicting and explicating the m-learning adoption. The results of sensitivity analysis revealed that effort expectancy showed the highest normalized importance (100%) followed by performance expectancy (97.2%) in explicating the m-learning adoption. The research archetype was able to elucidate 66% of variance in student’s intent towards m-learning adoption. In addition to that, Cohen’s f-square statistic resulted in effect size as 0.771 indicating that the study findings were relevant and substantial with the empirical data collected. Conclusively, the theoretic and managerial implications are described for the proposed model.

本研究旨在解释管理专业学生采用移动学习的动机，并评估影响移动学习采用行为意图的决定因素。通过整合两个著名的理论模型UTAUT和UGT，提出了一个全面的研究原型。使用多分析结构方程模型（SEM）和高级神经网络（ANN）方法对研究模型进行了测试。定量数据是从220名管理专业学生中收集和测量的。研究结果表明，情感需求，预期表现，预期工作量，社会影响力和便利条件对学生使用m-learning的意图产生了积极影响，而认知需求在预测和阐明m-learning的采用方面并不重要。敏感性分析的结果表明，预期工作量在阐明移动学习的应用方面显示出最高的标准化重要性（100％），其次是绩效预期（97.2％）。研究原型能够阐明学生对采用m学习进行学习的意向差异的66％。除此之外，科恩（Cohen）的f平方统计得出的效应值为0.771，表明该研究结果与所收集的经验数据相关且充分。最后，对所提出的模型进行了理论和管理上的描述。Cohen的f方统计量得出效应大小为0.771，表明该研究结果与所收集的经验数据相关且充分。最后，对所提出的模型进行了理论和管理上的描述。Cohen的f方统计量得出效应大小为0.771，表明该研究结果与所收集的经验数据相关且充分。最后，对所提出的模型进行了理论和管理上的描述。