Academic journal article NAER - Journal of New Approaches in Educational Research

Mobile Learning in University Contexts Based on the Unified Theory of Acceptance and Use of Technology (UTAUT)

Academic journal article NAER - Journal of New Approaches in Educational Research

Mobile Learning in University Contexts Based on the Unified Theory of Acceptance and Use of Technology (UTAUT)

Article excerpt


The consumption of digital media by the youth and teens at social, personal and educational levels has become the compass of different studies and research in the last decade. International organizations such as the UN, UNESCO (2013, 2014), among others, have highlighted that the future contains a wealth of significant technological changes that will be accompanied by new learning scenarios, and that the expansion of mobile technology will not be parallel to its effective and productive integration. Scientific research in this filed has lead to a revolution in the open learning of the students in the university context.

Studies such as the one by Liu, Scordino, Geurtz, Navarrete, Yujung Ko & Lim (2014); Cabero & Barroso (2016); Major, Hassler & Hennessy (2017), among others, have evidenced the interest in the use of the mobile devices in teaching contexts, their contributions and the repercussions on the student's learning results. Other works have described the appearance of addictive behaviors due to their excessive use in the teaching and personal domains (Castellana et al., 2007; Cuesta & Gaspar, 2013; Rodriguez-Gomez et al., 2018), or the consequences of the use of mobile phones by the citizens, and the need to offer user guidelines and norms and to opt for a model of mediation for the use of mobile communication (Park & Karan, 2014).

Another research line that has been growing is related to the use of the mobile phone with the results achieved in learning (Crompton, Burke, & Gregory, 2017), contributing to and enriching the construction of knowledge by the students (Daher, 2010) and increasing their motivation and commitment as well (Diindar & Akcayir, 2014; Long, Liang, & Yu, 2013; Miller & Cuevas, 2017; Tay, 2016).

The mobile learning strategies arose as a consequence of transferring their use to the classrooms as an additional learning tool, promoting ubiquitous learning, able to be conducted at any time and place. The educational strategies mediated by mobile devices are the subjects that guide this research, through which the factors that directly influence the intent to use of these technologies of the sample studied will be identified.

Through the analysis of the literature on the state of the art, the benefits of these mobile learning strategies have been empirically confirmed (Contreras, Herrera, & Ramirez, 2009). Now, according to the systematic literature review conducted on educational research linked to mobile learning, the number of studies on mobile learning is still located at an early stage of development; as shown by the systematic study conducted on the time interval from 2002 to the present.

This data makes it evident that the evolution and interest by academia started in the year 2007, as related to the mobile learning strategies in Higher Education. Nevertheless, in the year 2010, a more pronounced increase was observed, sharply increasing in the years 2015 and 2016, with 589 and 555 indexed studies, respectively. Of the 3336 total references, only 19 were linked to technology acceptance models.

As for the use and integrations of mobile devices in the educational context, Peters (2007) and Wagner (2015) opted for the ones that developed and promoted learning, emphasizing among their potential, the possibility of learning at any time and place, the efficient access to information, the improvement of the teaching interaction in an asynchronous and synchronous manner, the flexibility to personalize learning according to the student's rhythm and style, the motivation it provides to the students, the improvement in communication between the students and the educational institutions and the development of collaborative learning (Gutierrez-Porlan & al., 2018), among other advantages.

As related to the ability to learn through mobile devices, authors such as Corbell & Valdes-Corbell (2007), Kolb (2008) and Ramos-Soler et al. …

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