Name
Abstract | ||
|---|---|---|
PurposeA relevant literature review suggests that today's children are increasingly immersing themselves in ubiquitous technologies, including interactive media and digital games. Therefore, this paper aims to investigate the primary school students' intrinsic and extrinsic motivations toward learning via gameplay through their mobile devices, at home and at school.Design/methodology/approachThis study was carried out among primary school students in a small European state. It used valid and reliable measures that comprised the technology acceptance model's key constructs. However, the empirical investigation also explored the students' perceived enjoyment and social influences, as plausible antecedents for their behavioral intention to engage with the educational applications (apps).FindingsThe findings reported that there were strong correlations between the students' perceived usefulness of the mobile technologies and their behavioral intention to use them for their learning. The results also indicated that there was no significant relationship between the perceived ease of use and the children's enjoyment in engaging with the educational apps that were used at school.Originality/valueTo the best of the authors' knowledge, there is no other study in academia that has explored the children's technology acceptance, normative pressures and their intrinsic motivations to use mobile learning technologies in the context of primary education. Therefore, this contribution opens future research directions, as this study can be replicated in other contexts. |
Year | DOI | Venue |
|---|---|---|
2020 | 10.1108/ITSE-06-2019-0027 | INTERACTIVE TECHNOLOGY AND SMART EDUCATION |
Keywords | DocType | Volume |
Technology acceptance model, Mobile learning, Educational apps, Perceived ease of use of technology, Perceived enjoyment of technology, Perceived usefulness of technology, Normative pressures, Behavioural intention | Journal | 17 |
Issue | ISSN | Citations |
1 | 1741-5659 | 0 |
PageRank | References | Authors |
0.34 | 0 | 2 |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Mark Anthony Camilleri | 1 | 0 | 0.34 |
| Adriana Caterina Camilleri | 2 | 0 | 0.34 |