Integrating UTAUT and UGT to explain behavioural intention to use M-learning. A developing country’s perspective
| Date | 13 August 2018 |
| DOI | https://doi.org/10.1108/JSIT-11-2017-0107 |
| Published date | 13 August 2018 |
| Pages | 278-297 |
| Author | Nattaporn Thongsri,Liang Shen,Yukun Bao,Ibraheem Mubarak Alharbi |
| Subject Matter | Information & knowledge management,Information systems,Information & communications technology |
Integrating UTAUT and UGT to
explain behavioural intention to
use M-learning
A developing country’s perspective
Nattaporn Thongsri
Huazhong University of Science and Technology, Wuhan, China
Liang Shen
Jiangxi University of Engineering, Jiangxi, China
Yukun Bao
Jiangxi University of Engineering, Jiangxi, China and
Huazhong University of Science and Technology, Wuhan, China, and
Ibraheem Mubarak Alharbi
Department of Management Information Systems,
University of Jeddah, Jeddah, Saudi Arabia
Abstract
Purpose –The purpose of this study was to investigate factors that influence the intention to use
mobile learning (m-learning) by learners in developing countries such as Thailand. This study
integrated two theories; namely, the unified theory of acceptance and use of technology (UTAUT),
which focuses on technology, and uses and gratifications theory (UGT), which involves studying learners’
motivation.
Design/methodology/approach –Applying a quantitative research method, this study conducted a
survey of 359 undergraduates.The partial least squares methods and a statistical analysistechnique based on
the structuralequation modelling (SEM), were used to analyse the data.
Findings –The results revealed that the performance expectancy, cognitive need, affective need
and social need had significant effect on intention to use m-learning. Furthermore, this study found a
significant effect of the cognitive need on the performance expectancy and social need on effort
expectancy.
Practical implications –This research model has provided guidelines for the effective development
of educational applications for use on mobile devices. The findings can be applied as guidelines for
public organizations to develop educational strategies to further encourage the development of online
learning.
Originality/value –This research closed a gap of understanding from previous studies by integrating
UTAUT and UGT. The methodderived from the theoretically integratedmodel could be applied to study the
intentions for the implementation the mobile learning application from the context of developing countries
such as Thailand.
Keywords Thailand, the unified theory of acceptance and use of technology (UTAUT),
Structural equation modelling (SEM), Mobile-learning, Intention to use m-learning,
Uses and gratification theory (UGT)
Paper type Research paper
JSIT
20,3
278
Received13 November 2017
Revised28 March 2018
23May 2018
Accepted25 July 2018
Journalof Systems and
InformationTechnology
Vol.20 No. 3, 2018
pp. 278-297
© Emerald Publishing Limited
1328-7265
DOI 10.1108/JSIT-11-2017-0107
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/1328-7265.htm
1. Introduction
Mobile technology has started to play an important role in the field of education. I n recent
years, the academiccommunity has focused on the ability to use mobile phones for learning
purposes(Morris, 2009;Petrova and Li, 2009).A report from the Educause Centerfor Applied
Research (2017) found that 70 per cent of undergraduate students use smartphones in their
classrooms. Moreover, they use their technological experience to accomplish learning
achievements, as they are aware that technology is an important part of their learning.
Nowadays,universities have begun to placeincreased emphasis on andhave more interest in
the implementation of m-learningin teaching practices(Alrasheedi and Capretz,2018).
The acceptance of a system by the learners is imperative to determine the success or the
failure of thesystem. In making an assessment,learner motivation should notbe overlooked.
Moreoverin developing countries, thereare educational contextsthat are different from those
in developed countries. Thailand has been reforming the education system since the year
1868 until the present. This has been conducted by transforming traditional learning styles
that feature interaction between teachers and students in the classroom (face-to-face
instruction) intoonline learning (Fry and Bi, 2013). However, there are still learners who are
engaged in conventional learning methods in which the instructor is the focal point in
conveying knowledge (Fry and Bi, 2013).To really understand m-learning, it is important to
examinethis area from the perspectiveof the learners’motivation(Hashim et al.,2015).
The majority of recent research has focused on the acceptance of m-learning in
educational institutions, especially in higher education (Al-Emran et al.,2016;Cheon
et al., 2012). The theories that were mentioned the most concern technology acceptance,
such as the technologyacceptance model (TAM) (Park and Kim, 2014;Cheng, 2015;Liu et al.,
2010;Sánchez and Hueros, 2010;Lee, 2006;Yung-Ming, 2014;Rachael et al.,2011) and the
unified theory of acceptance and use of technology (UTAUT) (Chiu and Wang, 2008;
Magsamen-Conrad et al.,2015;De
cman, 2015). However, only focusing on the technological
aspects may insufficient because of the user’s motivation playing an important role in
encouraging“behavioural intention”(Jooand Sang, 2013;Hashim et al.,2015;Park, 2010).
Thus, this study integrates the outstanding features of two theories, namely UTAUT
from the technology acceptancetheory and the uses and gratification theory (UGT) from the
field of mass communications. By integrating these two theories, UGT can offer insights
into the individual learner’sintrinsic motivations through the perspective of UTAUT, which
is focused on the adoption of m-learning.
The following researchquestions serve to guide this study:
RQ1. What factorsaffect the intention of learners to use m-learning?
RQ2. Can integrated UTAUT and UGT theoriesbe applied to m-learning in developing
countries such as Thailand?
2. Literature
2.1 M-learning
M-learning is an outstanding and technologically enabling learning practice that allows
users to learn anywhere and at any time with mobile devices. Learning through mobile
devices does not take over classroom learning or e-learning but m-learning fulfils both
traditional learning and e-learning (Motiwalla, 2007). Hence, m-learning has been extended
from e-learning and it has become a part of distance learning(Wang et al., 2009). Cheon et al.
(2012) pointed out that mobile devices support four main types of learning where learners
Integrating
UTAUT and
UGT
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