Developing an integrated model for mobile learning usability evaluation : case of eBooks

Abstract

Mobile computing, as prognosticated in the ubiquitous computing vision, is increasingly becoming a predominant aspect of contemporary computing in organisations and society. The penetration of mobile phones in sub-Sahara Africa has occurred with amazing rapidity: for many young people, they now represent a very significant element of their daily lives. Africa has a booming global cell phone penetration, at 67.5%, the fastest growing mobile market in the world. Adoption of these emerging technologies for socio-economic development may contribute to the betterment of people’s lives. Mobile learning has the potential to transform higher education through the adoption of mobile devices which support ubiquitous learning. The purpose of this current study is to develop an Integrated Framework Model (IFM) for mobile learning usability (MLU) evaluation of e-books through the integration of the Technology Acceptance Model and Task Technology Fit theory. The Technology Acceptance Model is widely used in studies relating to technology acceptance. The Task-Technology Fit theory has been used in Information Systems together with usability as a measure of performance. Two additional constructs, namely, Social Influence and Perceived Enjoyment were adopted from the Unified Theory of Acceptance and Use of Technology model and from Motivational Models. Integrating the Technology Acceptance Model and Task-Technology Fit theory provides a model that includes the individual characteristics (Technology Acceptance Model) and the technology and task characteristics (Task Technology Fit). A quantitative research design was primarily employed. A pilot study was administered as a guide for the main study questionnaire. The questionnaire was based on the constructs in the IFM. The pilot study consisted of participants registered for a module, called Computer Security, at the Central University of Technology. The main study participants were students registered for Oracle and CCNA short courses. The results of the study reveal that individual characteristics, task characteristics and technology characteristics positively influence the usability of e-books in higher education. Usability positively influences adoption, which in turn influences performance among students in higher education.