Academic journal article Educational Technology & Society

User Acceptance of Mobile Knowledge Management Learning System: Design and Analysis

Academic journal article Educational Technology & Society

User Acceptance of Mobile Knowledge Management Learning System: Design and Analysis

Article excerpt


People are using wireless technology more often because information retrieval can occur at anytime or anyplace (Wong & Hiew, 2005). Distance learning has developed along with computer hardware and telecommunication (Schwiderski-Grosche & Knospe, 2002). Mobile phones, personal digital assistants (PDA), and laptops come standard with built-in wireless encourage learners to access the information network at anywhere (Dickinger, Heinzmann, & Murphy, 2005). The technology oriented economy of the 21st century focuses on sharing, organizing, managing and creating information. This indicates that competition will be driven by knowledge revolution in the future. Training students to apply knowledge continues to be important as society evolves. Integrating knowledge management into practical teaching activities is one of the best methods for learners to enhance their abilities in knowledge management and problem solving.

Previous knowledge management approaches focus on business aspects rather than education (Allee, 1997; Beckman, 1997; Hendriks, 1999; Maryam & Dorothy, 2001). Innovative approaches for turning knowledge management into practical teaching activities have been ignored. This paper presents the framework of a mobile knowledge management learning system that encourages learners to acquire, store, share, apply and create knowledge. The experiments were carried out the system performance using a mobile phone-size, handheld computer-sized and conventional laptop interface. With all three mobile interfaces, substantial different was demonstrated in completing tasks by way of knowledge management learning model. A survey questionnaire was also used to understand the cognitive perception of learners after they used mobile knowledge management learning system. The research model uses the theory of Technology Acceptance Model (TAM) based on their learning processes (David, 1989; Vankatesh & David, 2000). This model emphasizes surveying individual attitudes toward information technology, and has been widely employed in many significant studies of user attitudes (Liaw & Huang, 2003; Liaw, Huang & Chen, 2007). The understanding of learners' attitudes can help effectively expand system functions and meet learners' needs.

The remainder of this paper is organized as follows: Next section details the framework of the mobile knowledge management learning system. This this followed by the description of the knowledge management learning model and learning activities. Finally, the experiment results are discussed and conclusions are drawn.

Design of Mobile Knowledge Management Learning System

Recent articles on web-based learning focus on the display of multimedia contents and embedded functions (Goh & Kinshuk, 2002). Such articles rarely consider topics of interaction, such as the support for multiple platforms, user mobility and collaboration. Many web-based learning systems focus on static presentation in reference to supporting multiple platforms. These circumstances are not supportive to the learner's educational needs, environment, or network bandwidth conditions. Mobile learners differ from desktop learners in that mobile learners have an urgency to meet their educational demands.


As more people being practicing mobile learning, the frequency of accessing information during every day events increases. The mobile knowledge management learning system supports multiple platforms for illustration and communication efficiently. The adaptation framework is displayed in Figure 1. It illustrates the interaction dimension, the learner dimension, and the connectivity dimension. Each dimension is described as follows (Chen, Yang & Zhang, 2000):

* Interaction dimension

The purposes of designing interactive learning strategies are to increase knowledge, enhance motivation, and provide different methods of learning (Moore & Kearsley, 1996; Ritchie & Hoffman, 1997). …

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