The Influence of University Students' Learning Beliefs on Their Intentions to Use Mobile Technologies in Learning: A Study in China and Spain

Autor/inn/en	Huang, Fang; Sánchez-Prieto, José Carlos; Teo, Timothy; García-Peñalvo, Francisco J.; Sánchez, Eva María Torrecilla; Zhao, Chen
Titel	The Influence of University Students' Learning Beliefs on Their Intentions to Use Mobile Technologies in Learning: A Study in China and Spain
Quelle	In: Educational Technology Research and Development, 68 (2020) 6, S.3547-3565 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhao, Chen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-020-09806-0
Schlagwörter	Foreign Countries; Educational Technology; Technology Uses in Education; Telecommunications; Handheld Devices; Constructivism (Learning); Beliefs; College Students; Intention; Cultural Differences; Teaching Methods; Student Attitudes; China; Spain + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Telekommunikationstechnik; Belief; Glaube; Collegestudent; Kultureller Unterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Spanien
Abstract	As an emerging learning method, mobile technologies allow students to gain knowledge via both formal and informal learning. In spite of the advantages mobile technologies bring to education, its adoption for learning purposes has not been encouraging. Existing research on mobile learning acceptance has been mainly focused on technological and use issues, while the topic of student learning beliefs has been researched less often. The current study addresses said research gap by examining the influence of constructivist and traditional learning beliefs on university students' intentions to use mobile learning in China and Spain. In addition, cultural differences were also tested in this study. The results of this study support the validity of the proposed model in the two samples (China and Spain) and provide evidence of the importance of learning beliefs as an antecedent of perceived usefulness and perceived compatibility. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01