Title: What determines students' behavioural intention to use mobile learning management systems? Empirical answers from a blended environment in Sub-Saharan Africa

Authors: Emmanuel Arthur-Nyarko; Stephen Brobbey Gyan; Alexander Asante

Addresses: Science, Mathematics and ICT Department, College of Distance Education, University of Cape Coast, Cape Coast, Ghana ' Transport Section, University of Cape Coast, Cape Coast, Ghana ' Directorate of ICT Services, University of Cape Coast, Cape Coast, Ghana

Abstract: This study investigated the determinants of students' behavioural intention (BI) to use mobile learning management systems (M-LMS) in a blended distance learning environment. The study was undertaken at the College of Distance Education (CoDE) of the University of Cape Coast (UCC) in Ghana. Using a predictive correlational design, a 28-item questionnaire based on the extended technology acceptance model (E-TAM) was used to gather data from 370 undergraduate students. Both descriptive statistics and multiple-linear regression with the stepwise method were applied in the analysis. The study revealed that factors such as perceived ease of use (PEOU), perceived usefulness (PU), perceived educational compatibility (PEC), and facilitating conditions (FC) were significant determinants of students' BI to use M-LMS for learning in a blended distance environment, with PEOU being the best predictor. The study provides useful recommendations for sustainable M-LMS implementation at college and in similar environments.

Keywords: behavioural intention; mobile learning; blended environment; technology acceptance model; TAM; learning management systems; M-LMS; Sub-Saharan; perceived ease of use; perceived usefulness; perceived educational compatibility; facilitating conditions.

DOI: 10.1504/IJLT.2021.121368

International Journal of Learning Technology, 2021 Vol.16 No.4, pp.303 - 323

Received: 10 Jan 2021
Accepted: 18 Aug 2021
Published online: 07 Mar 2022 *

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