Drivers affecting Indonesian pre-service teachers’ intention to use m-learning: Structural equation modeling at three universities

Abstract

The current study uses the technology acceptance model to understand the drivers affecting Indonesian pre-service teachers’ intention to use m-learning. Eleven hypotheses were proposed within seven variables; self-efficacy, subjective norms, facilitating conditions, perceived usefulness, perceived ease of use, attitudes, and intention to use m-learning. Content validity index and pilot study were conducted before the data collection. The survey instrument was distributed to more than 1000 Indonesian pre-service teachers; however, 772 responses were measurable. The analysis was achieved through the partial least square structural equation modeling and t-test. Findings revealed that 10 out of 11 relationships were significant. Intention to use m-learning was significantly predicted by perceived usefulness and attitude. Perceived usefulness and perceived ease of use were the significant predictors of attitude. Self-efficacy, perceived ease of use, and subjective norms were reported to predict perceived usefulness, while an insignificant correlation emerged between facilitating conditions and perceived usefulness. Perceived ease of use was significantly affected by facilitating conditions, subjective norms, and self-efficacy. Additionally, the difference test reported that the mean scores between participants’ gender were different regarding intention to use m-learning; female teachers’ intention to use m-learning was lower than their male teacher counterparts. An insignificant difference was confirmed based on age. Suggestions are proposed to improve technology integration in education, especially m-learning integration in Indonesia.