Bridging the Gap: Understanding M-Learning Acceptance Among University Students Through Technological and Individual-Social Perspectives

This study explores the crucial influence of technological and individual-social factors on the willingness of university students to use mobile learning (m-learning). It analyzes the direct, indirect, and overall effects of these factors. Furthermore, it examines how gender and age serve as moderators of the direct impact of each determinant on students' intentions to embrace m-learning. Based on a thorough review of the recent studies in m-learning acceptance, the theoretical model is developed employing two categories, each of which has three factors and two moderating factors. This quantitative cross-sectional study collects the data using self-administered questionnaires delivered to the respondents using google forms. The model is analyzed by the structural equation modeling technique using 687 valid student responses. The results affirm that higher education students prioritize technological aspects when considering the adoption of m-learning, as indicated by the direct effect findings. Moreover, the analysis of total effects highlights that individual-social factors exert the most substantial influence on students' intention to use m-learning. Furthermore, the study presents evidence supporting the role of gender as a moderating factor in the association between perceived enjoyment and behavioral intention. This research addresses the lack of comprehensive theoretical knowledge regarding the adoption of m-learning in Indonesia. It introduces novel theoretical insights concerning direct, indirect, total effects, and moderating effects, which are then utilized to analyze the significant practical implications of the study's findings.