How factors of personal attitudes and learning environments affect gender difference toward mobile learning acceptance

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 pers...

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Autores principales:	Shu-Sheng Liaw, Hsiu-Mei Huang
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2015
Materias:	mobile learning computer mediated communication higher education Social Cognitive Theory gender difference Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/64e49b5f97274374874bbe5f480c4e98
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spelling	oai:doaj.org-article:64e49b5f97274374874bbe5f480c4e982021-12-02T18:03:16ZHow factors of personal attitudes and learning environments affect gender difference toward mobile learning acceptance10.19173/irrodl.v16i4.23551492-3831https://doaj.org/article/64e49b5f97274374874bbe5f480c4e982015-11-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2355https://doaj.org/toc/1492-3831 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. Shu-Sheng LiawHsiu-Mei HuangAthabasca University Pressarticlemobile learningcomputer mediated communicationhigher educationSocial Cognitive Theorygender differenceSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 16, Iss 4 (2015)
institution	DOAJ
collection	DOAJ
language	EN
topic	mobile learning computer mediated communication higher education Social Cognitive Theory gender difference Special aspects of education LC8-6691
spellingShingle	mobile learning computer mediated communication higher education Social Cognitive Theory gender difference Special aspects of education LC8-6691 Shu-Sheng Liaw Hsiu-Mei Huang How factors of personal attitudes and learning environments affect gender difference toward mobile learning acceptance
description	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.
format	article
author	Shu-Sheng Liaw Hsiu-Mei Huang
author_facet	Shu-Sheng Liaw Hsiu-Mei Huang
author_sort	Shu-Sheng Liaw
title	How factors of personal attitudes and learning environments affect gender difference toward mobile learning acceptance
title_short	How factors of personal attitudes and learning environments affect gender difference toward mobile learning acceptance
title_full	How factors of personal attitudes and learning environments affect gender difference toward mobile learning acceptance
title_fullStr	How factors of personal attitudes and learning environments affect gender difference toward mobile learning acceptance
title_full_unstemmed	How factors of personal attitudes and learning environments affect gender difference toward mobile learning acceptance
title_sort	how factors of personal attitudes and learning environments affect gender difference toward mobile learning acceptance
publisher	Athabasca University Press
publishDate	2015
url	https://doaj.org/article/64e49b5f97274374874bbe5f480c4e98
work_keys_str_mv	AT shushengliaw howfactorsofpersonalattitudesandlearningenvironmentsaffectgenderdifferencetowardmobilelearningacceptance AT hsiumeihuang howfactorsofpersonalattitudesandlearningenvironmentsaffectgenderdifferencetowardmobilelearningacceptance
_version_	1718378754781216768

How factors of personal attitudes and learning environments affect gender difference toward mobile learning acceptance

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