Mobile Learning Technology Acceptance Among Saudi Higher Education Students

The rapid development of technology has encouraged Saudi universities to establish initiatives to improve learning. Mobile learning technology is one of the technologies targeted by eLearning and distance education deanships among Saudi universities. However, few studies have been done in investigating mobile learning technology acceptance in the Saudi context. This study aims to provide policy and decision makers in the Saudi higher education with reliable data in order to employ mobile learning technology in learning process. Therefore, this study modified Unified Theory of Acceptance and Use of Technology (UTAUT) to investigate students’ acceptance of mobile learning technology. To this end, seven questions were proposed to explore the effect of learning expectancy, effort expectancy, social influence, facilitating conditions, mobile learning technology characteristics, and self-management of learning on students’ behavioral intentions and use behaviors of mobile learning technology. In addition, age, gender, and eLearning experience were proposed to moderate such an effect. This study employed sequential mixed method to procced the exploration. A questionnaire and semi-structured interview were developed to collect the data. 1203 participants were included in the quantitative data collection while fifteen participants were included in the qualitative data collection. Multiple regression analyses were used in the quantitative analysis and thematic analysis was used in the qualitative analysis. The results of this study assert that learning expectancy, effort expectancy, social influence, and mobile learning characteristics are significant predictors of students’ intentions to use mobile learning technology regardless the moderating effects of gender, age, and eLearning experience. Unexpectedly, the social influence construct is the only construct that was moderated by gender where men show a stronger behavioral intention to use mobile learning than women. Facilitating conditions and self-management of learning in this study were found insignificant constructs in predicting students’ behavioral intention and use behavior of mobile learning technology. These findings are justified in the literature of UTAUT. The exploratory analysis revealed an interesting finding that distance education students showed significantly higher intentions to use mobile learning technology than on-campus students, but there was no significant difference between them in the actual use of mobile learning technology

Advancing Education: Using Mobile Electronics To Deliver Communications

Based on gender, age, education level, online shopping, economic state, and level of development, this thesis discusses the kinds of electronic communication devices which are used in Arabic countries. Also, the internet, cellphone usage, and how electronic communication technology effect individual\u27s lives in Arabic countries will be studied. As a developing Arabic country, the United Arab Emirates (UAE) is seeking to use the best methods of digital education. Spending on education technology in the UAE is one of the highest in the world. The UAE is constantly looking to better the educational system. The economy in UAE has developed into a modern state. The Hashemite Kingdom of Jordan is another an Arab Kingdom in the Middle East. This research discusses the importance of the information and communication sectors in Jordan. These sectors, as well as telecommunications and technology, business banking, the internet and e-commerce solutions, online shopping, and communication centers are the fastest growing areas in Jordan. Finally, Saudi Arabia has the highest reserves of national oil in the world. Recently, Saudi Arabia has developed rapidly because of its oil exports, so quality of life for citizens has improved. The government has provided an inexpensive distribution of electrical power, which helps advance internet use. Also, the improvement of the living level, and the internet and cellular phones have entered into people’s lives which bring more convenience to communicate in Saudi Arabia, especially in education

Computer-assisted language learning in Saudi Arabian secondary schools

A thesis submitted to the University of Bedfordshire in partial fulfilment of the requirements for the degree of Doctor of PhilosophyAdopting new technology and integrating it into foreign language (English) teaching in a conservative Muslim society (Saudi Arabia) that is resistant to change is not an easy matter. However, the Saudi government has adopted progressive initiatives to develop the education system including the introduction of Information Communication Technology (ICT) into secondary schools. This study identifies factors that influence the adoption and integration of computer-assisted language learning (CALL) in the Saudi secondary schools context. It provides a much needed window into the overt factors influencing CALL adoption and integration, such as CALL facilities, Ministry of Education support, CALL training, and the lack of specific plans and projects for CALL. It also provides insight into the covert factors that hinder the introduction of innovation, such as attitudes towards CALL and cultural barriers. Guided by the theoretical framework provided by the Diffusion of Innovation Theory, the study collected both quantitative data through surveys (n = 298) and in-depth interview data from stakeholders in English language learning, including teachers, inspectors of English, and MOE policymakers

ADVANTAGES AND CHALLENGES OF INTEGRATING M-LEARNING INTO SAUDI ARABIAN UNIVERSITIES: A LITERATURE REVIEW

Rapid advancements in technology have resulted in increasingly widespread utilisation of smartphones and tablet computing technologies and solutions. Today, institutions nowadays over the world struggle to keep pace with the development of technology such as the adoption of Mobile Learning (M-learning) in education environment. Saudi Arabia universities are no exception. Recently, several universities in Saudi Arabia have integrated M-learning in their teaching and learning process to provide education available to their learners without temporal or spatial resections. Conversely, there has been little discussion about benefits and the challenges of the use of M-learning in higher education system in KSA. This paper will discuss the advantages and the challenges of applying M-learning in Saudi Arabia universities according to existing literature in the field.  Article visualizations

Female Faculty Perspectives On Blended Learning At Universities In Saudi Arabia

Adopting technology is one of the priorities in the Saudi education system. The reform of Saudi education leads to the need to focus on BL as a tool for adopting technology into any college classroom. This study focuses specifically on technology usage for teaching among female faculty. In 2018, women’s education in Saudi Arabia has undergone an incredible social transition, and women’s education is different and more advanced than before. This study looks to learn about female faculty members’ views and experiences as they relate to the adoption of BL in their classrooms. It seeks to provide in-depth knowledge essential to adopt BL according to a Diffusion of Innovation (DOI) and Technology Acceptance Model (TAM) theoretical framework. DOI explains adoption in the social setting with all the possible social culture factors. The TAM explains faculty level acceptance, specifically explaining external factors’ effects on faculty members’ beliefs and influencing them toward the BL. Because this study gathers information on female faculty members’ experiences with BL, a qualitative theme analysis was the appropriate research design to use. In particular, I used a qualitative research method to study female faculty members’ perspectives, collecting data via individual interviews. It is included interviews with female faculty members from four public, 4-year institutions in Saudi Arabia. Faculty members’ flexibility and their relationship to the adoption of BL depended on their benefits and challenges. According to this study’s participants, the challenges of the BL approach in Saudi Arabia necessitate urgent strategic plans at all levels. Faculty members’ knowledge and understanding regarding the definitions of BL showed their acceptance. Faculty support should be a priority for these institutions, which should adopt policies to help achieve Vision 2030—a natural, well-organized way to reform higher education. The gender aspect of the teaching culture considerably impacts the female faculty’s use of BL in Saudi Arabia. This study’s results—that the women faculty believe there is a need for evaluation, and official leadership rules for the adoption of BL. To summarize, the results indicated that women adopted BL when circumstances permitted. The obstacles, in their eyes, were a lack of faculty support, poor strategic evaluation plans, and insufficient empowerment at the institutional level

Predicting Students\u27 Intention to Use Gamified Mobile Learning in Saudi Higher Education

While gamified mobile learning holds the promise of offering an interactive learning environment, the predictors of its adoption remain underexplored. This paper therefore examines the impact of the Unified Theory of Acceptance and Use of Technology (UTAUT) augmented with cognitive gratification and perceived enjoyment on intention to use gamified mobile learning in higher education. 271 valid responses were obtained from students from different regions of Saudi Arabia, using an online questionnaire. Structural Equation Modeling was employed to analyse the data, using AMOS. The findings reveal that perceived enjoyment and social influence had the strongest effects on intention to use gamified mobile learning, followed by performance expectancy and effort expectancy, while cognitive gratification had no influence. The proposed model explained 71% of the variance in usage intentions. The key contribution of this paper is the empirical evidence of the impact of the extended UTAUT on intention to use gamified mobile learning

M-learning in higher education in Bahrain: the educators' view

Universities in the oil-rich Gulf Cooperation Countries (GCC) have shown particular interest in m-learning which currently is treated as fashion, but at the same time is considered by corporations and educational institutions to be very promising. This papers investigates the adoption of m-learning at universities in the Kingdom of Bahrain, and explores the educators' views and perceptions of m-learning, as well as its future potential in higher education. A survey questionnaire was distributed to instructors in four universities in the Kingdom of Bahrain, both private and public. This papers presents the pilot study, which includes the results of 45 responses. The findings suggest that although most of the educators understand the concept and they use M-Learning tools to some limited extent, there is a long way until we reach full integration with curriculum and the blended learning approach. In addition, despite the fact that most educators understand the necessity and role of M-Learning in content delivery, they do not seem to embrace at its full potential, as it is mainly used for communication purposes and navigation. The paper proposes that m-learning provides opportunities for more creativity in designing and delivering the course with further enhancement of the student experience, but it will be utilized in its full potential in the area within the next 5 years. This study provides guidance to instructors on the potential of m-learning and the need to change the teaching and learning culture to student-oriented for more effective and appropriate use of m-learning. TI highlights the need for institutions to invest in faculty and staff training, and in technology as well as provides suggestions to other stakeholders on the need to incorporate m-learning in decision-making for further development in the region

Exploring the Influences on Faculty Members’ Adoption of Mobile Learning at King Abdulaziz University, Saudi Arabia.

The primary objective of this study is to explore the perceptions and attitudes of faculty members within King Abdulaziz University in Saudi Arabia regarding various factors that may influence their current and future use of mobile devices for teaching and learning purposes. The UTAUT and DIT theories were both utilised in this study along with two external constructs. This research employs a sequential online mixed methods approach, using quantitative statistics to illuminate qualitative findings. The sample of survey data consists of responses to 279-response online and paper-based survey. Online interviews were conducted with twenty faculty members, which added in-depth information to the research findings. This research reveals that performance expectancy, effort expectancy, social influence, facilitating conditions, perceived trialability, perceived social norms, and resistance to change were all statistically significant, and had a direct impact on faculty members’ perceptions about using m-learning, both now and in the future. However, in estimating the unique independent effect of each of the potential predictors on the faculty intention in relation to current and future use of m-learning, the results indicated that facilitating conditions, perceived trialability and perceived social norms were more likely than the other factors to influence respondent-preferences relating to their use of m-learning. In addition, the study revealed that mobile device usage was the only significant predictor from the personal characteristics of faculty members regarding the behavioural intention to use mobile learning. The current work attempts to design a unique theoretical framework and suggests that it is worthwhile for higher education institutions to review and assess the factors that are proposed to have significant impacts on faculty members’ intentions to adopt and accept m-learning in their current and future practice, as well as to look at the solutions offered as guidance for the mobile learning programme before embarking on its application