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Hundreds of millions of language learners around the globe study a second language with popular apps such as Duolingo, Rosetta Stone, Busuu, and Babbel. This study examined the effectiveness of one app, Babbel, for developing both receptive linguistic knowledge of vocabulary and grammar, as well as oral communicative ability in Spanish as a second language. Fifty‐four English speakers not enrolled in Spanish classes studied Spanish on Babbel over the course of 12 weeks, with a goal of studying roughly 10 min per day. Participants completed pretests and posttests, and provided data on their motivation to learn Spanish and use Babbel. Results showed that learners were able to develop grammar and vocabulary knowledge as well as oral communicative ability. The amount of Babbel study time was the strongest predictor for all three measures, with motivation to learn Spanish also significantly predicting growth in oral communicative ability. The Challenge Hundreds of millions of learners use digital apps to learn world languages, but how effective are these apps for learning how to speak a second language? To answer this question, this article compares the grammar, vocabulary, and speaking development of 54 learners who spent three months studying Spanish with the app Babbel.

Mobile learning (M-learning) has become an important instructional technology component in higher education. The goal of this research is to determine how Malaysian university students use M-learning in higher education. The technology acceptance model (TAM) concept was used to construct a theoretical model of M-learning acceptability. In theory, five independent criteria were discovered as contributing to the actual usage of M-learning for educational sustainability by influencing students’ attitudes towards M-learning and their intention to use it. A questionnaire survey based on the technology acceptance model (TAM) was used as the primary data collection technique, with 200 students from UTHM University of Malaysia participating. The data were analyzed using SPSS and Structural Equation Modeling (SEM-Amos). The results of the students’ attitudes towards using M-learning and their behavioral intentions to use M-learning show a beneficial impact on the actual use of M-learning as well as the long-term sustainability of M-learning in higher education. In addition, both male and female students were satisfied with perceived usefulness, perceived ease of use, perceived enjoyment, attitude towards use, task-technology fit, behavioral intention to use, perceived resources and actual use of mobile learning for educational sustainability. This study contributes to the validation of the extended TAM for M-learning by demonstrating that the predicted model predicts students’ attitudes towards using M-learning and their behavioral intentions in Malaysian higher education.

PurposeThe study aims to validate a mobile learning readiness scale through the technology readiness and acceptance model (TRAM), thereby assessing students' readiness to adopt m-learning in teaching and learning, including its acceptance.Design/methodology/approachA structured questionnaire was administered to open and distance learning (ODL) students in Odisha, India, to assess their readiness and acceptance of m-learning. 665 valid responses were collected, and collected data was analysed using statistical packages for social sciences (SPSS) and SmartPLS.FindingsThe findings of the study reveal that optimism contributes positively to perceived ease of use (PEOU) and perceived usefulness (PU) of m-learning (β = 7.921, p < 0.001; β = 2.123, p < 0.05), whereas innovativeness positively contributes to PEOU of m-learning (β = 2.227, p < 0.05), but not PU of m-learning. ODL student's optimism improves his/her PEOU and PU of m-learning, but innovativeness improves only his/her PEOU. Further, the impact of innovativeness is higher than that of optimism in the TRAM and innovativeness is the strong predictor to adopt m-learning. It also shows that the PU of m-learning positively influences behavioural intention to use m-learning (β = 4.757, p < 0.001). Integrating technology readiness (TR) with technology acceptance model (TAM) to predict students' acceptance of m-learning is very useful.Practical implicationsThe paper will help decision-makers to adopt and use m-learning in higher educational institutions.Originality/valueThis paper is the first to explore the readiness and acceptance of m-learning in higher education in India.

Numerous review studies were conducted in the past to understand the applicability of the technology acceptance model (TAM) in m-learning context by examining several issues. Although each of those studies provided a valuable synthesis of TAM, further issues are still uncovered and call for further research. Therefore, this research aims to systematically review the existing TAM-based m-learning studies through the analysis of various issues, including the factors affecting the m-learning adoption, research methods, TAM progress over publication years, online databases, active countries, and sample size. Out of 458 articles collected, a total of 64 studies published between 2017 and 2020 were critically analyzed. The main results indicated that self-efficacy is the most frequent factor affecting the m-learning adoption, followed by subjective norm, enjoyment, mobile anxiety, facilitating conditions, social influence, innovativeness, and satisfaction, respectively. Additionally, most of the analyzed studies have relied on questionnaire surveys in collecting their empirical data. Although it was developed in 1989, the results showed that the number of TAM-based m-learning studies is increasing year by year, which in turn, increases the credibility of the model in explaining the users’ intentions towards technology adoption. We have also discussed the contributions of this systematic review and the implications that it could yield for future attempts.

The most current highly infectious disease, which has become a global health challenge permeating entire sectors of society, is COVID-19. In the education sector, the transmission of COVID-19 has been curbed through the closure of institutions and the facilitation of online learning. The main objective of this study was to propose an integrated model of the unified theory of acceptance and use of technology combined with the DeLone and McLean model, to examine the influence of quality features, namely, performance expectancy (PE), effort expectancy (EE), facilitating conditions (FC), and social influence (SI), on the intentions and satisfaction of users toward mobile learning (m-learning) use in the context of Saudi learning institutions. The study obtained m-learning user data using an online questionnaire, after which the data were exposed to partial least squares structural equation modeling to test the proposed research model. The findings supported the influence of PE, EE, and FC on intention toward m-learning use but did not support the significant influence of SI. Moreover, system, intention, and user satisfaction were found to positively and significantly influence m-learning-system usage, with system, information, and service quality being top drivers of such user intention and satisfaction. The results reflect the required information concerning the strategies of higher institutions to enhance m-learning-system acceptance among students, with general implications for learning acceptance and usage.

Digital transformation and emerging technologies open a horizon to a new method of teaching and learning and revolutionizes the e-learning industry. The goal of this study is to scrutinize a proposed research model for predicting factors that influence student’s behavioral intention to use e-learning system at Begum Rokeya University, Bangladesh. The study used quantitative approach and developed a research model based on several technological acceptance models. In order to test the model, a survey was conducted to obtain data from 262 university students. SEM-PLS, a multivariate statistical analysis technique, was used to analyze the responses to examine the model, factors, structural relationships, and hypotheses. The result shows that ‘perceived usefulness’ and ‘perceived ease of use’ positively and significantly influenced by ‘perceived enjoyment’. Furthermore, ‘perceived usefulness’, ‘perceived ease of use’ and ‘facilitating condition’ have a significant impact to predict behavioral intention to use e-learning. The results of mediation analysis show that ‘perceived usefulness’ and ‘perceived ease of use’ have mediating effects between the predictors and the outcome. Finally, ‘facilitating condition’ have a remarkable moderating effect to predict the student’s behavioral intention in using e-learning. The findings have a noteworthy empirical implication for educational institutions to introduce e-learning system as one of the teaching and learning tools.

Electronic learning resources are popular with today's students. However, how students choose their favorite e‐learning resources is not well‐understood. The popular SecondLookTM histology self‐review tool was offered in three different interfaces to students participating in two histology courses (Cell and Developmental Biology [CDB] 450/550 and DENT 510). These interfaces included PowerPoint files, an online website, and a mobile application (app). Identical in content, each interface had specific advantages and disadvantages with respect to compatible devices, user features, and access limitations. Upon the conclusion of the courses, students were surveyed about their interface preference, reasons for their selection, and general usage of the SecondLookTM resource. With a 91.4% overall survey participation rate, only 3 out of 213 participating students never used the resource. Many students (46.3% CDB 450/550, 62.9% DENT 510) tried only one interface, with PowerPoint being the most popular final choice (56.5% CBD 450/550, 65.7% DENT 510). Although the interactive website and mobile app offered additional user‐friendly features, they only garnered between 16% and 24% final popularity. “Convenience,” “larger screen,” and “easy to use” were most often reported as reasons for students’ interface preference. The accessibility of where and when the SecondLookTM resource can be used was also frequently cited. This availability encouraged some students to forgo other learning resources and to use the mobile app in distractive environments. The results of this study suggest that today's students are in fact less motivated to seek out high‐tech e‐learning resources than commonly believed and instead often select interfaces with which they are already familiar.

The tremendous and rapid developments in the information and communications technology sector as well as mobile devices have resulted in modern technologies, one of which is Mobile Learning (M-learning). M-learning is a new technique for learning that helps students to do their educational activities and access the learning materials easily without temporal or spatial restrictions, with the help of mobile devices. It is a robust component to make learning easy and flexible. Recently, many applications and services related to it have been developed. Despite the large number of researchers who have dealt with the topic of M-learning, the issue of factors affecting the adoption of M-learning has not been dealt with adequately, especially in Palestine. Therefore, it becomes necessary to explore the factors influencing the intentions of the students of higher education institutions to adopt M-learning. Hence, the goal of this study is to inspect the factors that influence higher education students’ intentions in Palestine to adopt M-learning system in the learning process and use its applications based on Technology Acceptance Model (TAM) and some external factors. Wherefore, built on the Technology Acceptance Model (TAM) integrated with some external factors (mobility, self-efficacy and enjoyment), this paper proposes a hypothesized model of M-learning in Higher education institutes in Palestine. Relevant data were gathered from a sample of 388 students. Participants, using a self-report questionnaire, reported data. Pearson correlation, multiple linear regression and structural equation modeling (SEM) were employed to analyze the collected data. Results indicate that perceived usefulness and attitude have significant influence on M-learning adoption intention, while perceived usefulness, perceived ease of use and perceived self-efficacy significantly affect the attitude to use M-learning. Perceived enjoyment and perceived self-efficacy are predictors of perceived ease of use. While mobility and perceived ease of use have significant effect on perceived usefulness. These results validate the capacity of TAM constructs and the external variables used in this research for predicting acceptance of M-learning. Limitations and future work are highlighted.

Using mobile learning (m-learning) to study English as a foreign language (EFL) has provided new opportunities for innovative learning, particularly for today’s younger generation who have grown up with digital technology. It can effectively promote teaching and learning by maintaining students’ engagement. This study aimed to investigate the factors that influence university students’ acceptance of m-learning for EFL in Taiwan. A survey questionnaire was administered to 327 participants, and the data was analyzed using descriptive statistics, t-tests, one-way ANOVA, and Pearson’s correlation. The results indicated that all factors received relatively high scores, with perceived ease of use, attitude toward use receiving the highest scores. This suggests that students widely accept m-learning as a means of studying EFL. The key to creating a successful m-learning experience is for students to accept it as an educational tool and be willing to use it. Therefore, it is recommended that m-learning be considered as a potential tool to improve EFL students’ language proficiency.

The use of smartphones as a learning tool in education is on the rise, causing a rapidly developing use of mobile learning (m-learning) in both developed and developing countries. The key features of smartphones, i.e., mobility, ubiquity, lightweight, low-cost and connectivity from anywhere and anytime, enhance their usage in a variety of ways. M-learning is an innovative idea that provides enormous opportunities by connecting humans and technology, such as better learning experiences and technology acceptance. The use of m-learning is growing at a higher pace worldwide, yet sufficient understanding of the factors that influence its acceptance in society is still lacking, particularly in developing countries. A number of models related to m-learning acceptance do exist, for instance, the extended unified theory of acceptance and use of technology (UTAUT2); however, the use of UTAUT2 to study m-learning acceptance is scant in the context of higher education institutes and it does not cover specific features of mobile devices. Therefore, this study not only uses UTAUT2 as a base theoretical framework but also extends it using five other constructs: ubiquity, information quality, system quality, appearance quality and satisfaction. A cross-sectional survey was conducted in two engineering universities in Pakistan. The questionnaire was administered among 900 students, out of which 730 usable responses were selected for further analysis. The data were analyzed using structural equation modeling. The findings revealed that the model fits data well; the model fit indices were within the recommended thresholds. The performance expectancy, hedonic motivation, habit, ubiquity and satisfaction have statistically significant impact on the behavioral intention and the information quality, system quality and appearance quality also have statistically significant impact on the mediator satisfaction toward m-learning acceptance. This study contributes to the body of literature related to technology acceptance models for m-learning by making a tailored extension in UTAUT2 that provides valuable insights into assess m-learning acceptance in the context of higher education institutes of developing countries, specifically in Pakistan.