Antecedents of Satisfaction and Use of Mobile Learning in Higher Education

Gustavo Hermínio Salati Marcondes de Moraes; Nágela Bianca do Prado; Rosiane Petto de Campos; Gustavo Tietz Cazeri; Rosley Anholon

doi:10.5020/2318-0722.2024.30.e14606

Authors

Gustavo Hermínio Salati Marcondes de Moraes Universidade Estadual de Campinas, Limeira, São Paulo, Brasil https://orcid.org/0000-0001-5238-0314
Nágela Bianca do Prado Universidade Estadual de Campinas, Limeira, São Paulo, Brasil https://orcid.org/0000-0002-8252-7329
Rosiane Petto de Campos MUST University, Deerfield Beach, Florida, Estados Unidos da América https://orcid.org/0009-0009-1969-7892
Gustavo Tietz Cazeri Universidade Estadual de Campinas, Limeira, São Paulo, Brasil https://orcid.org/0000-0002-7373-5003
Rosley Anholon Universidade Estadual de Campinas, Campinas, São Paulo, Brasil https://orcid.org/0000-0003-3163-6119

DOI:

https://doi.org/10.5020/2318-0722.2024.30.e14606

Keywords:

higher education, mobile learning, the Covid-19 pandemic, remote teaching, information and communication technologies

Abstract

The migration to emergency remote teaching has forced universities to adapt their teaching methodologies with the help of tools such as remote teaching, which has become a significant component of higher education technology. Additionally, higher education has enabled students to study, collaborate, and exchange ideas using the internet, technology, and mobile devices. Thus, this study analyzed which factors positively impacted satisfaction with mobile learning during the COVID-19 pandemic and which factors positively impacted the intention to use such devices in the future. Using research based on the Unified Theory of Acceptance and Use of Technology, data were collected from 498 undergraduate students at the State University of Campinas, Brazil, and analyzed using partial least squares structural equation modeling. In terms of intention to use, the results reveal that the most influential constructs are performance expectation, price, and hedonic motivations, while effort expectation, social influence, and facilitating conditions did not present a significant impact. Concerning the level of satisfaction, the constructs that have the most influence are hedonic motivations, performance expectation, effort expectation, price, and social influence. Only facilitating conditions did not show a significant impact on satisfaction. The results provided important information for improving the learning environment, teaching methods, curriculum formulation, and educational policy development. Furthermore, they contribute to Sustainable Development Goal 4 – Quality Education, by promoting new learning opportunities.

Methodology: The research is based on the Unified Technology Acceptance and Use Theory. Data were collected from 498 undergraduate students from the State University of Campinas, Brazil, and analyzed with the application of the Partial Least Squares Structural Equation Modeling.

Findings: The results in terms of Intention of Use reveals the most influential constructs are: Performance Expectation, Price and Hedonic Motivations, while Expectation of Effort, Social Influence and Facilitating Conditions did not show significant influence. On the other hand, in terms of Satisfaction, the constructs that most influence are: Hedonic Motivations, Performance Expectation, Effort Expectation, Price and Social Influence. Only Facilitating Conditions showed no significant influence on Satisfaction.

Conclusions: The results provided important insights for improving the learning environment, teaching methods, curriculum formulation, and educational policy development, highlighting how to increase students' satisfaction and intention to use m-learning. In addition, they contribute to Sustainable Development Goal 4 – Quality Education, by promoting new learning opportunities.

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Author Biographies

Gustavo Hermínio Salati Marcondes de Moraes, Universidade Estadual de Campinas, Limeira, São Paulo, Brasil

Professor da área de Administração da Universidade Estadual de Campinas (UNICAMP). Possui Doutorado (2013) e Mestrado (2010) em Administração (Fundação Getúlio Vargas). É Professor Associado da Faculdade de Ciências Aplicadas (FCA) da UNICAMP desde 2015. Atua como Coordenador do Programa de Pós-Graduação em Administração desde 2021. Atua em grupos de pesquisa com foco em: Ecossistema Empreendedor, Empreendedorismo Sustentável, Tecnologia da Informação e Inteligência Analítica.

Nágela Bianca do Prado, Universidade Estadual de Campinas, Limeira, São Paulo, Brasil

Doutoranda em Administração pela Faculdade de Ciências Aplicadas (FCA) da Universidade Estadual de Campinas (UNICAMP). Possui Mestrado em Administração de Empresas pela mesma faculdade (FCA/UNICAMP, 2021) e especialização em Gestão Estratégica de Pessoas (FCA/UNICAMP, 2019). Tem interesse em pesquisas envolvendo o tema Sustentabilidade, com ênfase em Empreendedorismo, Governança Empresarial e Tecnologias Sociais.

Rosiane Petto de Campos, MUST University, Deerfield Beach, Florida, Estados Unidos da América

Mestranda em Administração pela Must University, Estados Unidos. Graduanda em Letras - Português pela Universidade Federal do Pampa Campus Jaguarão. Graduada em Administração pela Universidade Estadual de Campinas, São Paulo.

Gustavo Tietz Cazeri, Universidade Estadual de Campinas, Limeira, São Paulo, Brasil

Doutorado em Engenharia Mecânica pela Universidade Estadual de Campinas (UNICAMP). É Mestre em Engenharia Mecânica pela UNICAMP. Possui Pós-Graduação lato sensu (MBA) em Gestão Empresarial pela Fundação Getúlio Vargas (FGV) e graduação em Engenharia Mecânica pela Universidade Estadual Paulista Júlio de Mesquita Filho (UNESP).

Rosley Anholon, Universidade Estadual de Campinas, Campinas, São Paulo, Brasil

Engenheiro Mecânico (2001), Mestre (2003), Doutor em Engenharia de Materiais e Processos de Fabricação (2006) e Livre-Docente (2019) pela Universidade Estadual de Campinas (UNICAMP). É docente do Departamento de Engenharia de Manufatura e Materiais da Faculdade de Engenharia Mecânica da UNICAMP.

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