The rapid expansion in users of mobile devices, particularly among university students, makes mobile learning (m-learning) the modern style of learning for the new millennium. Thus, it is important to identify and explore the factors that may influence students’ intention to use m-learning. In Jordan, research on mobile learning adoption is still very narrow. For the purpose of this study, we propose a framework that is based on the unified theory of acceptance and use of technology (UTAUT) model, to explore the potential factors that may impact students’ intention to acceptance and use of m-learning in developing countries such as Jordan. The proposed framework is empirically tested using a total of 444 paper-based questionnaires, collected from students at four Jordanian universities. The results reveal that effort expectancy, performance expectancy, trust expectancy, self-management of learning, system functionality and social influence are significant determinants of m-learning adoption, and explain 64.8% of the variance in the students’ intentions to adopt m-learning. Gender and uncertainty avoidance are found to have moderating effects on some of the relationships of the research model. These findings offer multiple useful implications for m-learning adoption, in terms of both research and practice.

中文翻译：

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解决高等教育中采用移动学习的奥秘

移动设备用户的快速增长，特别是在大学生中，使移动学习（移动学习）成为新千年的现代学习方式。因此，识别和探索可能影响学生使用移动学习意图的因素很重要。在约旦，关于采用移动学习的研究仍然非常狭窄。出于本研究的目的，我们提出了一个基于技术接受和使用统一理论（UTAUT）模型的框架，以探讨可能影响学生在开发中接受移动学习的意愿的潜在因素。约旦等国家。拟议的框架使用总计444份纸质问卷进行了经验测试，这些问卷是从约旦四所大学的学生那里收集的。结果表明，预期工作量，绩效期望，信任期望，学习的自我管理，系统功能和社会影响力是采用m学习的重要决定因素，并且可以解释学生采用m学习的意向差异的64.8％。发现性别和避免不确定性对研究模型的某些关系具有调节作用。从研究和实践的角度来看，这些发现为移动学习的采用提供了多个有用的启示。