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An Empirical Investigation of Reasons Influencing Student Acceptance and Rejection of Mobile Learning Apps Usage

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  • Mahmood Al-Bashayreh

    (Faculty of Information Technology, Applied Science Private University, Amman 11931, Jordan)

  • Dmaithan Almajali

    (Faculty of Business, Applied Science Private University, Amman 11931, Jordan)

  • Ahmad Altamimi

    (Faculty of Information Technology, Applied Science Private University, Amman 11931, Jordan)

  • Ra’ed Masa’deh

    (School of Business, The University of Jordan, Amman 11942, Jordan)

  • Manaf Al-Okaily

    (School of Business, Jadara University, Irbid 21110, Jordan)

Abstract

Sustainable learning and education (SLE) is a relatively new ideology based on sustainability principles and developed in response to the United Nations’ recently proclaimed Sustainable Development Goals (SDGs). As a result, technologies should be adopted to equip educational institutions with the tools necessary to attain SLE. Recently, the coronavirus (COVID-19) pandemic has affected educational systems globally, leading them to embrace more innovative technological methods to meet academic demands while maintaining SLE principles. Mobile learning apps (MLA) refers to using the unique capabilities of mobile apps to engage and collaborate towards establishing robust online learning. However, the effectiveness of MLA depends on learners’ acceptance. Therefore, the purpose of this study is to investigate the factors that could affect MLA acceptance. In order to analyze the collected data from 415 Jordanian students among schools and universities, structural equation modeling (SEM) was used. The empirical findings confirm that perceived usefulness and perceived ease of use are significantly influenced by self-efficacy and perceived compatibility. Furthermore, perceived usefulness is significantly influenced by perceived convenience and perceived ease of use. Additionally, perceived enjoyment significantly influences the behavioral intention to use MLA. On the other hand, perceived compatibility has no significant influence on perceived enjoyment. Finally, perceived ease of use, perceived usefulness, and perceived compatibility have no significant effect on behavioral intention to use MLA. This study addresses a critical research gap in the distance learning acceptance literature by proposing an exhaustive model in the post-COVID-19 era that can help to improve students’ performance and outcomes in Jordanian schools and universities.

Suggested Citation

  • Mahmood Al-Bashayreh & Dmaithan Almajali & Ahmad Altamimi & Ra’ed Masa’deh & Manaf Al-Okaily, 2022. "An Empirical Investigation of Reasons Influencing Student Acceptance and Rejection of Mobile Learning Apps Usage," Sustainability, MDPI, vol. 14(7), pages 1-14, April.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:7:p:4325-:d:787594
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    References listed on IDEAS

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    4. Ayman A. Alsmadi & Ahmed Shuhaiber & Loai N. Alhawamdeh & Rasha Alghazzawi & Manaf Al-Okaily, 2022. "Twenty Years of Mobile Banking Services Development and Sustainability: A Bibliometric Analysis Overview (2000–2020)," Sustainability, MDPI, vol. 14(17), pages 1-14, August.
    5. Dmaithan Almajali & Manaf Al-Okaily & Samer Barakat & Hanadi Al-Zegaier & Zulkhairi Md. Dahalin, 2022. "Students’ Perceptions of the Sustainability of Distance Learning Systems in the Post-COVID-19: A Qualitative Perspective," Sustainability, MDPI, vol. 14(12), pages 1-18, June.
    6. Quadri Noorulhasan Naveed & Heena Choudhary & Naim Ahmad & Jarallah Alqahtani & Adel Ibrahim Qahmash, 2023. "Mobile Learning in Higher Education: A Systematic Literature Review," Sustainability, MDPI, vol. 15(18), pages 1-22, September.
    7. Yazn Alshamaila & Ferial Mohammad Abu Awwad & Ra’ed Masa’deh & Mahmoud E. Farfoura, 2023. "Complexities, Challenges, and Opportunities of Mobile Learning: A Case Study at the University of Jordan," Sustainability, MDPI, vol. 15(12), pages 1-24, June.
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