How factors of personal attitudes and learning environments 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
Keywords: mobile learning, computer mediated communication, higher education, Social Cognitive Theory, gender difference

Abstract

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. 

Author Biographies

Shu-Sheng Liaw, General Education Center, China Medical University
Shu-Sheng Liaw, Ed.D.,  is a professor at China Medical University, Taichung, Taiwan. His current research interests more focuses on information technology for learning (including e-learning, m-learning, computer support collaborative learning, and Virtual Reality for learning), learning theories into educational technology, learners’ attitudes toward educational technology, and educational APP development. He is in the editorial board of Educational Research International, International Journal of Learning Technology, International Journal of Society System Science, The Scientific World Journal, International Journal of Education and Information Technologies, International Scholarly Research Network, and General Educational Journal etc.. His research papers have been published in British Journal of Educational Technology, Canadian Journal of Learning and Technology, Computers & Education, Computers in Human Behavior, Educational Technology, Information Systems Management, Interactive Learning Environments, International Journal of Instructional Media, Journal of Computer Assisted Learning, Lecture Notes in Computer Science, Lecture Notes in Electrical Engineering, Perceptual and Motor Skills, Psychological Reports, WIT Transaction on Information and Communication Technologies, book chapters, and various international conferences.
Hsiu-Mei Huang, Department of Information Management, National Taichung University of Technology
Hsiu-Mei Huang is a Professor at the National Taichung University of Science and Technology in Taiwan. She obtained her Ed.D. in Instructional Technology of Education at Seattle Pacific University, Seattle, U.S.A. She received her M.S. degree in Applied Mathematics from National Chung Hsing Unversity, and B.S. degree in Computer Science from Soochow University in Taiwan. Dr. Huang’s research interests are in e-learning, electronic commerce, and Virtual Reality learning. Her works has appeared in such Journals as Computers & Education, British Journal of Educational Technology, Computers in Human Behaviors, Interactive Learning Environment, Educational Technology, International Journal of Instructional Media, Information Systems Management, and Pattern Recognition.
Published
2015-11-02
How to Cite
Liaw, S.-S., & Huang, H.-M. (2015). How factors of personal attitudes and learning environments affect gender difference toward mobile learning acceptance. The International Review of Research in Open and Distributed Learning, 16(4). https://doi.org/10.19173/irrodl.v16i4.2355
Section
Research Articles