Abstract: The wide spread use of mobile gadgets among the young generation has spurred researchers to investigate more deeply into the factors that impact the adoption of mobile learning among university students with many focusing on technological factors more than social or organisational factors such as subjective norms, self-efficacy and organisational support. One of the most important features provided by mobile learning for learners and instructors is the delivery of information regardless of time and place constraints. The objective of this study is to examine the factors that affect the intention to use mobile learning among university students in the Republic of Yemen using the Technology Acceptance Theory (TAM) as the underpinning theory. For a quantitative assessment, questionnaires were distributed to undergraduate students from different educational backgrounds in three public universities in Yemen. About 320 usable responses were analyzed using Analysis of Moment Structure (AMOS) Version 21. Descriptive and structural equation model techniques were employed to fulfill the proposed hypothesis of the research. The results revealed the applicability of TAM constructs in the higher educational context of Yemen. Further, subjective norms and self-efficacy were found to have a significant relationship with intention to use mobile learning.
Ibrahim Alrajawy, Norzaidi Mohd Daud, Osama Isaac and Ahmed M. Isaac Isaac, 2017. Examine Factors Influencing the Intention to use Mobile Learning in Yemen Public Universities. Asian Journal of Information Technology, 16: 287-297.