THE INTENTION OF GENERATION Z TO USE MOBILE LEARNING: THE ROLE OF SELF-EFFICACY AND ENJOYMENT.

Saved in:

Bibliographic Details
Title:	THE INTENTION OF GENERATION Z TO USE MOBILE LEARNING: THE ROLE OF SELF-EFFICACY AND ENJOYMENT.
Authors:	FITRIATI, Azmi¹ azmi.fitriati@gmail.com, ANGGORO, Subuh² subuhanggoro@ump.ac.id, TALIB, Corrienna Abdul³ corrienna@utm.my, Tin Lam TOH⁴ tinlam.toh@nie.edu.sg
Source:	Turkish Online Journal of Distance Education (TOJDE). Jan2025, Vol. 26 Issue 1, p85-100. 16p.
Subject Terms:	Mobile learning, Problem solving, Digital technology, Technology Acceptance Model, Generation Z, Self-efficacy
Abstract:	The Technology Acceptance Model (TAM) is a concise and efficient predictive model used to explain the acceptance of m-learning technology. However, several studies have shown that TAM cannot fully explain the acceptance of m-learning among Generation Z. This study aims to formulate TAM as a model of m-learning acceptance for Generation Z. TAM developed based on self-efficacy and enjoyment is expected to explain the behavior of Generation Z in accepting m-learning. This study uses a survey approach, utilizing PLS-SEM as an analysis tool and primary data collected through questionnaires. Participants in this study were 563 students who used m-learning (on class application) at the Muhammadiyah University of Purwokerto, Indonesia. The results contribute to the formulation of a successful m-learning implementation model for Generation Z. These results provide empirical support indicating that selfefficacy and perceived enjoyment cause them to use m-learning now and in the future. Generation Z, who grew up in the digital era, has a high level of proficiency in using technology. Self-efficacy increases user optimism. They are confident in their ability to complete tasks and solve problems when using m-learning. Enjoyment can increase the belief that m-learning is user-friendly and useful. The results of this study support the theory of self-efficacy which states that user beliefs serve as the best predictors of their behavior in using technology in mobile learning. [ABSTRACT FROM AUTHOR]
	Copyright of Turkish Online Journal of Distance Education (TOJDE) is the property of Turkish Online Journal of Distance Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	The Technology Acceptance Model (TAM) is a concise and efficient predictive model used to explain the acceptance of m-learning technology. However, several studies have shown that TAM cannot fully explain the acceptance of m-learning among Generation Z. This study aims to formulate TAM as a model of m-learning acceptance for Generation Z. TAM developed based on self-efficacy and enjoyment is expected to explain the behavior of Generation Z in accepting m-learning. This study uses a survey approach, utilizing PLS-SEM as an analysis tool and primary data collected through questionnaires. Participants in this study were 563 students who used m-learning (on class application) at the Muhammadiyah University of Purwokerto, Indonesia. The results contribute to the formulation of a successful m-learning implementation model for Generation Z. These results provide empirical support indicating that selfefficacy and perceived enjoyment cause them to use m-learning now and in the future. Generation Z, who grew up in the digital era, has a high level of proficiency in using technology. Self-efficacy increases user optimism. They are confident in their ability to complete tasks and solve problems when using m-learning. Enjoyment can increase the belief that m-learning is user-friendly and useful. The results of this study support the theory of self-efficacy which states that user beliefs serve as the best predictors of their behavior in using technology in mobile learning. [ABSTRACT FROM AUTHOR]
ISSN:	13026488
DOI:	10.17718/tojde.1445234