ACTA FAC MED NAISS 2020;37(9):191-200

Original article

UDC: 37.018.43:614.253.4

DOI: 10.5937/afmnai2002191B

Factors Affecting Mobile Learning Adoption in Healthcare Professional

Students Based on Technology Acceptance Model

Nayereh Baghcheghi¹, Hamid Reza Koohestani², Mahmood Karimy², Somayeh Alizadeh³

¹Nursing Department, Saveh University of Medical Sciences, Saveh, I. R.Iran

²Social Determinants of Health Research Center, Saveh University of Medical Sciences, Saveh, I. R.Iran

³Medical Education Department, School of Medicine, Center of Educational Research in Medical Sciences,

Iran University of Medical Sciences, Tehran, I. R.Iran

SUMMARY

                Mobile learning is one of the pivotal advances in the 21^st century education. However, other than its performance and function, its acceptance by the students is a very important factor in successful implementation of mobile learning. The present study was an attempt to determine the effective factors in acceptance of m-learning and determine the type of relationship among the factors in the undergraduate healthcare professional students based on technology acceptance model (TAM). This survey study was carried out as a descriptive-analytical work. A total of 310 students in Saveh University of Medical Sciences in Iran were selected in 2018. Data gathering tool was a researcher designed questionnaire designed based on technology acceptance model of which validity and reliability were supported beforehand. Data analyses were carried out through structural equation modeling and confirmatory path analysis in LISREL. The mean score of all variables (perceived usefulness, perceived ease of use, attitude and intention to use, and actual use) except the external factors were higher than base mean score (m ≥ 3), which indicates good acceptance of mobile learning among the students. The lowest mean score was obtained by teacher’s support of using mobile for learning purposes (an external factor). There was a significant correlation among the external factors, perceived usefulness, attitude and intention to use, and actual use (p < 0.05).The results supported effectiveness of the constructs of technology acceptance method and its ability to predict acceptance of mobile learning. TAM factors were significant determinants of mobile learning acceptance.

Key words: mobile learning, adoption, undergraduate healthcare professional students, technology acceptance model