The use of computers for learning is often a complex issue which involves cognitive and metacognitive concerns. This gives rise to our interest in examining the intention to use technology with relation to regulation of cognition. The use of technology for learning would necessarily require learners to exercise a certain level of regulation over their course of actions, especially when technology is fast becoming an integral part of the education landscape. In this study, we are keen to examine the relationship of using technology (mobile phone) as a visualization tool for learning and regulation of cognition. We have established the validity of our research model. The model could therefore offer guidance to the way we relate regulation of cognition to intention to use technology as a visualization tool. Compared to other research done elsewhere, our results show that only college (Humanities, Business, Science and Engineering) exerted a significant effect on the intention to use technology as a visualization tool (mobile phone), and there was no significant effect of gender, age group or year of study. (Contains 3 tables and 3 figures.)