1. The influence of students’ ICT
skill and their adoption of
mobile learning
Kathryn Mac Callum
Eastern Institute of Technology
Lynn Jeffrey
Massey University

2. What is Mobile Learning?
• Mobile learning is the delivery of learning
content to learners utilizing mobile computing
devices.

3. Mobile on ARCS model (Keller, 1984, 1987a,Education
Based
Technology in 1999b)
D e f in it io n The m o b ile le a r n in g e f f e c t
A t t e n t io n Gaining students attention and building their Mobile technology can capture student’s attention
curiosity is important in motivating a student (Novelty effect)
to engage in a learning activity. Student kept involved with wide range of tools
R e le v a n c e Establishing the relevance of the instruction Multiple methods of interaction (supporting Learning
to learner goals and learning styles. Styles)
Personal instruction/developed around students
needs
C o n f id e n c Building confidence in regard to realistic Mobile devices can often be less daunting that a
e expectations and personal responsibility for computer – the ubiquitousness of mobile phones
outcomes. Devices are their own – used everyday (ownership)
S a t is f a c t io Making the instruction satisfying by managing Intrinsic motivation such as fun, curiosity and self-
n learners’ intrinsic and extrinsic outcomes. determination (learners can chose when to learn)
Instant Wide variety of Portable Instant Increased
communication applications information access
and tools

6. Case Survey
Educators Study
Case study
Week long workshop of pre- Facilitating conditions Educators
service secondary teachers
1 – Student introduction to ICT tools (emphasis Performance
Teachers on mobile) Expectance
Case Study - Focus Groups/Survey (Perceived Usefulness)
Case study Effort Expectancy
Students taking a DBA course (Perceived Ease of
2– were able to access podcasts of Attitude to using
Use)
Student’s lectures and short overviews. mobile technology
using SMS notifications were sent to
podcasts students.
Self-efficacy
and SMS Case Study - Focus
Students Groups/Survey (mobile)
Case study In class interaction where
Gender Students
3– students submit SMS answers
Student’s (similar to clickers) Self-directed Age
using in- Learning
class polling Case Study - Focus
Groups/Survey (student) Teaching Self
Efficacy
(teacher)
Three lecturers and one e- ICT Ability and
Case study learning advisor were given a
experience
3 – Tertiary range of mobile devices and
asked to use it in their normal Behaviour
Instructors teaching practice.
Case Study - Interviews Intention

7. The study
• 446 students participated in the study from three institutes in
NZ (Auckland University, Massey University (all three
campuses) and EIT (two campuses)
• Following data screening, a final sample of N = 413 was
achieved.
• Of the 413 responses there was a fairly even split with 227
females (55%). The mean students age was between the age
of 20-29 years ( =2.21; s =.991).
• The majority of participants classified themselves as European
or part European (68.3%).

8. The model
Perceived
Specific
H2 Ease of Use
Mobile Skill
H5
H1a
H7
H1b
General ICT Behavioural
H3
Skill Intention
H1c
H6
Advanced ICT H4
Skill Perceived
Usefulness
ICT Self-Efficacy
Technology Acceptance
Model

11. The result
Perceived
Specific Ease of Use
.08*
Mobile Skill
.81
.89
.30 Behavioural
.15* Intention
General ICT
Skill
.51
.72
.32 .20
Advanced ICT
Skill Perceived
Usefulness
ICT Self-Efficacy
Technology Acceptance
Model
χ² = 1567.49, df = 66, p < .004, SRMR= .04, NFI = .96, PNFI = .40,
RMSEA = .04 90% CI =.02 - .06

12. Recommendations for the Introduction of
Mobile Learning into Tertiary Education
• Remove technical obstacles to ensure that all mobile learning initiatives
are as easy as possible to use with little initial learning needed. Provide IT
support and access to training. Pilot initiatives before a major rollout.
• Promote the benefits of the mobile learning initiative so that they are
clear and evident to all parties by ensuring students and educators are
aware of the advantages to their learning and teaching. Provide
opportunities for educators and students to explore mobile learning and
support them in their exploration. Sandboxes are a good mechanism for
this.
• Develop strategies for students and educators who may have negative
attitudes as a result of previous ICT experiences. These resisters may
require additional support and training over and above the standard.

13. Questions?
Kathryn Mac Callum
Kmaccallum@eit.ac.nz