University students' behavioral intention to use mobile learning: Evaluating the technology acceptance model

By Sung Youl Park, Min-Woo Nam, Seung-Bong Cha. British Journal of Educational Technology, 2012

780 citations recorded by the source corpus.

Subfields: Information Systems, Information Systems and Management, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/6b6309f8cd4c95a11edcab7c6ce7cd2bd605addf

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Citations in the corpus

Investigating users' perspectives on e-learning: An integration of TAM and IS success model (2015, background): “Park, Nam, and Cha (2011) in their study on university students’ behavioral intention towards use of mobile learning, found that perceived ease of use and perceived usefulness had no significant effects on students’ intention towards use of mobile banking.”
An investigation of users’ continuance intention towards mobile banking in China (2016, background): “Many studies have confirmed that TAM can efficiently predict and explain users’ behaviors in using IS (Moon and Kim, 2001; Shin, 2007; Park et al., 2012).”
Factors influencing students’ acceptance of m-learning: An investigation in higher education (2013, neutral): “Vol 14 | No 5 Dec/13 85 acceptance of m-learning using technology acceptance models (Wang, Wu, & Wang, 2009; Park et al., 2011; Liu, Li, & Carlsson, 2010).”
Examining university students’ behavioural intention to use e-learning during the COVID-19 pandemic: An extended TAM model (2021, background): “Furthermore, prior studies also reported that SQ significantly affected users’ attitude (Fathema & Sut-ton, 2013; Fathema et al., 2015), and behavioural intention to adopt the technology (Fathema et al., 2015; Park et al., 2012).”
Mobile-based assessment: Investigating the factors that influence behavioral intention to use (2017, methodology): “Park et al. (2012) introduced mobile-learning self-efficacy, learning relevance, system accessibility and subjective norm.”
Mobile-Based Assessment: Integrating acceptance and motivational factors into a combined model of Self-Determination Theory and Technology Acceptance (2017, background): “While many studies exist that explore acceptance of mobile learning (Liu, Han, et al., 2010; Park et al., 2012), there is a gap in the literature about the acceptance of mobile-based assessment.”
Exploring Students’ Acceptance of E-Learning Through the Development of a Comprehensive Technology Acceptance Model (2019, background): “According to the existing literature, perceived accessibility is found to have a significant effect on perceived ease of use [38], [49], [51], [55], [61], [62] and perceived usefulness [38], [42], [51], [61] of e-learning system.”