Psychological drivers shaping mobile learning utilization among visually impaired university students

Abstract Understanding the various factors influencing the utilization of mobile learning is pivotal to ensuring that visually impaired students can fully harness its benefits. However, there exists a notable gap in empirical research concerning the influence of psychological needs on the adoption of mobile learning among visually impaired students. This study delves into exploring mobile learning adoption among university students with visual impairment, focusing on the influence of basic psychological needs using a path modeling approach grounded in the Technology Acceptance Model and Self-Determination Theory. The investigation involves 341 visually impaired students enrolled in an open education faculty of a state university. Confirmatory factor analysis, structural equation modeling, and bootstrapping were employed for the analysis. The results affirm the model’s substantial explanatory power, revealing that the constructs—perceived ease of use (81.5%), perceived usefulness (84.8%), and behavioral intentions (74.7%)—are well elucidated by the proposed framework. The results underscore the significance of competence and relatedness in influencing acceptance and intention to use mobile learning among visually impaired students, highlighting the pivotal role of fostering skills mastery and social support in shaping technology adoption. Intriguingly, certain relationships, notably autonomy- > perceived usefulness and perceived usefulness- > behavioral intention, were deemed insignificant, revealing nuanced dynamics in acceptance and use. This study contributes valuable insights into understanding the complex interplay between basic psychological needs and mobile learning adoption, emphasizing the necessity for tailored interventions and support mechanisms to foster inclusive and effective technology use in the educational journey of visually impaired students.