CCE Theses and Dissertations

Date of Award

2019

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

College of Engineering and Computing

Advisor

Maxine S. Cohen

Committee Member

Yair Levy

Committee Member

Ling Wang

Keywords

higher education, information systems, M-learning, mobile applications, motivation

Abstract

Organizations of all types have benefited from the development and use of information systems. With the explosion of mobile applications, also known as mobile information systems, new uses are emerging. One such application of mobile information systems is mobile learning, referred to as m-learning hereafter. M-learning has found its ways in the corporate world for employee training and development, and in higher education for teaching and student learning. However, m-learning has not seen the same extent of usage as distance learning and e-learning, often attributed to technological limitations. Motivational factors, though, may also contribute to the slow adoption of m-learning. If the problems of m-learning usage are not well understood and addressed, then it is possible that usage will decrease and the opportunities inherent in m-learning may be missed. Extant literature includes numerous m-learning studies explicitly focused on student use and perceptions of m-learning. Faculty members, on the other hand, have not been the focus of many studies, despite the integral role that faculty motivation likely plays in the use of m-learning.

The primary goal of the study was to identify motivation factors that would explain the use of mobile information systems. The framework was developed by triangulating the disciplines of Human Computer Interaction and User Experience (HCI/UX), Information Systems, and M-learning. The influence of both intrinsic and extrinsic motivation factors on mobile information systems use (MISU) was tested. Intrinsic motivation factors assessed included perceived enjoyment (PE) and perceived playfulness (PP). One extrinsic motivator factor was assessed, perceived usefulness (PU). Additionally, the influence of personal innovativeness (PI) on PU, PE, and PP was also assessed. An online survey was administered to faculty teaching in the disciplines of computer science, information systems, and business at 60 institutions of higher education (both public and private) who are members of the Association of American Universities (AAU) in the United States. Data was collected using Qualtrics and analyzed using Structural Equation Modeling. The survey also contained questions to help understand how m-learning is being used for teaching, faculty member preparedness, why faculty are not using m-learning and what is impeding its use. A total of 379 faculty responses were analyzed. Results showed that PI does influence PU, PE, and PP. Only PU influences MISU, PE and PP do not. Users of m-learning are generally happy and use it for a variety of activities inside and outside the classroom. Non-users of m-learning provided a variety of reasons for its exclusion from their teaching. Research contributions, implications for future research, and recommendations are also discussed. The research has relevance for both educators and practitioners who use m-learning for workforce development.

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