Individual and Technological Factors Affecting Undergraduates' Use of Mobile Technology in University of Ilorin, Nigeria
DOI:
https://doi.org/10.1344/der.2016.29.124-133Keywords:
Education, ICT, Mobile Learning, individual factor, Technological factorAbstract
The proliferation and utilization of handheld mobile technology among undergraduates for mobile learning cannot be underestimated. This study was geared towards investigating individual and technological factors affecting the perceived usefulness of mobile technology by undergraduates in university of Ilorin. The study was a descriptive research of the survey type. Samples were randomly drawn from all students in the 15 faculties. A total of 100 undergraduates were sampled. Two research questions, and one hypothesis was tested. Mean was used to answer the research questions; while Pearson Product Moment Correlation (PPMC) was used to test the relationship between the technological and individual factors. Findings from the study revealed that the technological and individual factors positively affected the perceived usefulness of mobile technology among undergraduates. More so, there was a positive relationship between technological and individual factors that affected perceived usefulness of mobile technology. Based on the findings, it was concluded that both the individual and technological factors affected the perceived usefulness of mobile technology positively. It was recommended that students should be encouraged in the use of Mobile technology devices for learning.
References
References Bamidele, E. M. & Olayinka, T. A. (2012). Teachers’ perception of integrating the use of mobile phones into teaching in public senior secondary schools of Oyo and Lagos State, Nigeria. NAEMT International conference proceeding 159 – 171. Chen, J. & Kinshuk, “Mobile Technology in Educational Services”. Advanced Learning Technologies Research Centre Massey University, Palmerston North, New Zealand Corbeil, J. R. & Corbeil, M. E. (2007). Are You Ready for Mobile Learning. EDUCAUSE Quarterly, 30, (2), 2007. CourseSmart. (2011). Digital dependence of today's college students revealed in new study. Retrieved June 01, 2011, from coursesmart TM: http://www.reuters.com/article/2011/06/01/idUS141122 01-Jun-2011 PRN20110601 Goad, K. D. (2012), The perception of teachers toward the use of mobile technology as a tool to engage students in learning: Indiana State University Lam, S. & Chung, W. (2009). Understanding the Need of Mobile ICT Learning as an Elderly Learning Tool. International Journal of Educational Technology, 4(4). Mudi (2013), Teachers’ Perception Towards Integrating Mobile Phones into Teaching in Public Senior Secondary Schools in Federal Capital Territory, Abuja. Unpublished M. Ed. thesis. Oyinlola, B. T. (2012). Perception of postgraduate students on the use of mobile technologies for learning in south west, Nigeria.Unpublished M. Ed Thesis, Department of Science Education, University of Ilorin. Traxler, J. (2007). The moving finger writes and having writ...International Review of Research in Open and Distance Learning. Defining, discussing, and evaluating mobile learning, 8(2), 1-12. Truluck, J. (2005) “Establishing a Mentoring Plan for Improving Retention in Online Graduate Degree Programs”. The University of Georgia. Walker, K. (2006). Introduction: Mapping the landscape of mobile learning. In M. Sharples (Ed.), Big issues in mobile learning: Report of a workshop by the Kaleidoscope network of excellence mobile learning initiative. University of Nottingham.
Downloads
Published
Issue
Section
License
The authors who publish in this journal agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication.
- The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
- In order to mention the works, you must give credit to the authors and to this Journal.
- Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
