A key factor in the success of a technology is its use by target users. Therefore, the effectiveness of mobile learning depends on student acceptance. In this regard, the purpose of this study is to analyze the factors that influence university students’ acceptance of mobile learning. This study is based on Technology Acceptance Model (TAM) and Theory of Planned Behavior (TPB). Thus, the study covered attitude, subjective norm, and perceived behavioral control as the major antecedents of students’ behavioral intention to use mobile learning. The study was conducted during the 2020–2021 fall term at two different universities, which are a state university in Turkey, and a state university in Kyrgyzstan. There were a total of 400 participants, including 200 students from each country. Structural equation modeling (SEM) analysis was employed to investigate the effects of factors on participant students’ behavioral intention to use mobile learning. Turkish and Kyrgyz students showed both similarities and differences in the effects of factors on mobile learning use. The results demonstrated that subjective norm and perceived behavioral control have a significant impact on the use of mobile learning by both Turkish and Kyrgyz students. While attitude has a significant effect on Kyrgyz students’ acceptance of mobile learning, it has no significant effect on Turkish students’ acceptance.

一项技术成功的一个关键因素是它被目标用户使用。因此，移动学习的有效性取决于学生的接受程度。对此，本研究旨在分析影响大学生对移动学习接受度的因素。本研究基于技术接受模型 (TAM) 和计划行为理论 (TPB)。因此，该研究将态度、主观规范和感知行为控制作为学生使用移动学习的行为意向的主要前因。该研究是在 2020-2021 年秋季学期在两所不同的大学进行的，它们是土耳其的一所国立大学和吉尔吉斯斯坦的一所国立大学。共有400名参与者，其中包括来自每个国家的200名学生。采用结构方程模型 (SEM) 分析来调查因素对参与学生使用移动学习的行为意图的影响。土耳其和吉尔吉斯斯坦学生在影响移动学习使用的因素方面表现出异同。结果表明，主观规范和感知行为控制对土耳其和吉尔吉斯学生使用移动学习有显着影响。虽然态度对吉尔吉斯斯坦学生对移动学习的接受度有显着影响，但对土耳其学生的接受度没有显着影响。结果表明，主观规范和感知行为控制对土耳其和吉尔吉斯学生使用移动学习有显着影响。虽然态度对吉尔吉斯斯坦学生对移动学习的接受度有显着影响，但对土耳其学生的接受度没有显着影响。结果表明，主观规范和感知行为控制对土耳其和吉尔吉斯学生使用移动学习有显着影响。虽然态度对吉尔吉斯斯坦学生对移动学习的接受度有显着影响，但对土耳其学生的接受度没有显着影响。