The tremendous and rapid developments in the information and communications technology sector as well as mobile devices have resulted in modern technologies, one of which is Mobile Learning (M-learning). M-learning is a new technique for learning that helps students to do their educational activities and access the learning materials easily without temporal or spatial restrictions, with the help of mobile devices. It is a robust component to make learning easy and flexible. Recently, many applications and services related to it have been developed. Despite the large number of researchers who have dealt with the topic of M-learning, the issue of factors affecting the adoption of M-learning has not been dealt with adequately, especially in Palestine. Therefore, it becomes necessary to explore the factors influencing the intentions of the students of higher education institutions to adopt M-learning. Hence, the goal of this study is to inspect the factors that influence higher education students’ intentions in Palestine to adopt M-learning system in the learning process and use its applications based on Technology Acceptance Model (TAM) and some external factors. Wherefore, built on the Technology Acceptance Model (TAM) integrated with some external factors (mobility, self-efficacy and enjoyment), this paper proposes a hypothesized model of M-learning in Higher education institutes in Palestine. Relevant data were gathered from a sample of 388 students. Participants, using a self-report questionnaire, reported data. Pearson correlation, multiple linear regression and structural equation modeling (SEM) were employed to analyze the collected data. Results indicate that perceived usefulness and attitude have significant influence on M-learning adoption intention, while perceived usefulness, perceived ease of use and perceived self-efficacy significantly affect the attitude to use M-learning. Perceived enjoyment and perceived self-efficacy are predictors of perceived ease of use. While mobility and perceived ease of use have significant effect on perceived usefulness. These results validate the capacity of TAM constructs and the external variables used in this research for predicting acceptance of M-learning. Limitations and future work are highlighted.

信息和通信技术领域以及移动设备的迅猛发展催生了现代技术，其中一项就是移动学习（M-learning）。移动学习是一种新的学习技术，它可以帮助学生进行教育活动，并借助移动设备轻松地不受时间或空间限制地访问学习资料。它是使学习变得轻松而灵活的强大组件。最近，已经开发了许多与之相关的应用程序和服务。尽管有大量研究人员研究了M-learning主题，但是影响采用M-learning的因素问题尚未得到足够的解决，特别是在巴勒斯坦。因此，有必要探索影响高校学生采用移动学习的意愿的因素。因此，本研究的目的是检验影响巴勒斯坦高校学生在学习过程中采用M学习系统的意图的因素，并基于技术接受模型（TAM）和一些外部因素使用其应用。因此，本文基于技术接受模型（TAM）并结合了一些外部因素（流动性，自我效能感和享受），提出了一个假设性的巴勒斯坦高等教育机构的M学习模型。从388名学生的样本中收集了相关数据。参与者使用自我报告调查表报告了数据。皮尔逊相关，采用多元线性回归和结构方程模型（SEM）分析收集的数据。结果表明，感知的有用性和态度对M学习采用的意愿有重大影响，而感知的有用性，感知的易用性和感知的自我效能感会显着影响使用M学习的态度。感知的享受和感知的自我效能感是感知易用性的预测指标。虽然移动性和可感知的易用性对可感知的实用性具有重要影响。这些结果验证了TAM构造的能力以及本研究中用于预测M学习接受度的外部变量。突出了局限性和未来的工作。结果表明，感知的有用性和态度对M学习采用意向有显着影响，而感知的有用性，感知的易用性和感知的自我效能感会显着影响使用M学习的态度。感知的享受和感知的自我效能感是感知易用性的预测指标。虽然移动性和可感知的易用性对可感知的实用性具有重要影响。这些结果验证了TAM构造的能力以及本研究中用于预测M学习接受度的外部变量。突出了局限性和未来的工作。结果表明，感知的有用性和态度对M学习采用意向有显着影响，而感知的有用性，感知的易用性和感知的自我效能感会显着影响使用M学习的态度。感知的享受和感知的自我效能感是感知易用性的预测指标。虽然移动性和可感知的易用性对可感知的实用性具有重要影响。这些结果验证了TAM构造的能力以及本研究中用于预测M学习接受度的外部变量。突出了局限性和未来的工作。感知的享受和感知的自我效能感是感知易用性的预测指标。虽然移动性和感知的易用性对感知的实用性具有重要影响。这些结果验证了TAM构造的能力以及本研究中用于预测M学习接受度的外部变量。突出了局限性和未来的工作。感知的享受和感知的自我效能感是感知易用性的预测指标。虽然移动性和感知的易用性对感知的实用性具有重要影响。这些结果验证了TAM构造的能力以及本研究中用于预测M学习接受度的外部变量。突出了局限性和未来的工作。