How factors of personal attitudes and learning environments to affect gender difference toward mobile learning acceptance
Shu-Sheng Liaw, General Education Center, China Medical University ; Hsiu-Mei Huang, Department of Information Management, National Taichung University of Technology
IRRODL Volume 16, Number 4, ISSN 1492-3831 Publisher: Athabasca University Press
Mobile technology for learning empowers the shift from traditionally pure instructor-centered classroom teaching to fully learner-centered educational settings. Although mobile learning (m-learning) accessing Internet resources anytime and anywhere, the issue of the relationship between gender perspectives and m-learning environments has been a controversial topic. Therefore, the main research objective of the research is to explore gender differences toward APP-based m-learning environments. Subjects of the study were selected university students who had already used an APP-based m-learning system for one month. A total of one hundred fifty nine valid questionnaires were collected, spilt evenly between female and male students. The statistical analyses lead to significant conclusions. Both female and male learners have highly positive perceptions toward m-learning. Additionally, the proposed research model is an acceptable conceptual model for investigating female and male learners’ attitudes. Furthermore, factors of personal attitudes and learning environments affect gender difference toward m-learning acceptance.
Liaw, S.S. & Huang, H.M. (2015). How factors of personal attitudes and learning environments to affect gender difference toward mobile learning acceptance. The International Review of Research in Open and Distributed Learning, 16(4),. Athabasca University Press.
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Internet and Higher Education Vol. 41, No. 1 (April 2019) pp. 34–44
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