ERIC Number: EJ1461877
Record Type: Journal
Publication Date: 2024
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-1814-0556
Available Date: 0000-00-00
Factors Affecting Learners' Application of Mobile Learning Technology: A Review of the Literature
Charles Buabeng-Andoh
International Journal of Education and Development using Information and Communication Technology, v20 n3 p22-38 2024
The rapid growth of technology worldwide has affected all spheres of life and business. Mobile learning technology has become affordable and easily accessible. Despite the numerous benefits of mobile learning technology in education, the problem of its implementation in teaching and learning still exists. Evidence suggests that teachers and students are not prepared to apply mobile learning technology in their teaching and learning process. This article reviews the determinants that influence learners' use of mobile learning technology in their learning process. The determinants reviewed included personal attributes, organizational attributes, technological attributes, benefits and barriers to mobile learning technology usage. The article concluded that with the constant progress of mobile technology, it is possible that mobile learning will continue to play a significant role in school and training.
Descriptors: Electronic Learning, Technology Uses in Education, Learning Processes, Teaching Methods, Usability, Colleges, Student Behavior, Student Attitudes, Access to Information, Technology Integration, Influence of Technology, Student Characteristics, Institutional Characteristics, Barriers
International Journal of Education and Development using Information and Communication Technology. University of the West Indies Open Campus, Cavehill, Bridgetown, Barbados, BB11000, West Indies. e-mail: chiefeditor-ijedict@open.uwi.edu; Web site: http://ijedict.dec.uwi.edu/
Publication Type: Journal Articles; Information Analyses
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A