Investigating Factors M-Learning Acceptance and Use for Distance Learning Students in Higher Education




distance learning, UTAUT, higher education, m-learning, user acceptance, Saudi Arabia


Many research has been conducted to examine the acceptance factors to use mobile learning (m-learning) for regular students. During the COVID-19 most of the higher education institutions around the world were converted to m-learning especially for regular students, in order to continue supporting the educational stage for these students. This situation, allow researches to tested the use of m-learning for regular students while they are studying in distance learning environment. However, limited researches, especially in developing countries, have been tested the acceptance factors to use m-leaning for distance learning students. In this study the behavioral intention to use mobile learning (m-learning) were examined as well as the m-learning factors that affecting its acceptance amongst the distance learning students were outlined. The study framework was depended on the model of Unified Theory of Acceptance and Use of Technology (UTAUT). A quantitative approach was used to analyze the data that collected from a random sample of 154 male and female participants from Saudi universities. The results indicated that significant factors influencing distance learning students’ behavioral intention include quality of service, effort expectancy, facilitating conditions, gender, educational level, and type of device. The regulations governing distance learning programs and the implementation of mobile learning by Saudi universities under the direction of the Ministry of Higher Education are having a good impact and encouraging widespread use of m-learning.


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How to Cite

Al Masarweh, M., & Afandi, W. (2022). Investigating Factors M-Learning Acceptance and Use for Distance Learning Students in Higher Education. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 10(3), 117–128.



Received 2022-10-09
Accepted 2022-12-05
Published 2022-12-20