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Exploring the Impact of Factors on Mobile Learning Adoption and Academic Performance: A Study of Undergraduate Students in Riyadh Region Universities, Kingdom of Saudi Arabia

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Title: Exploring the Impact of Factors on Mobile Learning Adoption and Academic Performance: A Study of Undergraduate Students in Riyadh Region Universities, Kingdom of Saudi Arabia
Language: English
Authors: Norah Basheer Alotaibi (ORCID 0000-0001-6450-8776)
Source: Education and Information Technologies. 2025 30(8):11185-11221.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 37
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Electronic Learning, Academic Achievement, Undergraduate Students, Foreign Countries, Universities, Information Technology, Technology Uses in Education, Influence of Technology, Stress Variables, COVID-19, Pandemics, Addictive Behavior, Computer Attitudes, Anxiety, Barriers
Geographic Terms: Saudi Arabia (Riyadh)
DOI: 10.1007/s10639-024-13232-7
ISSN: 1360-2357
1573-7608
Abstract: Information and Communication Technology (ICT) has profoundly impacted social, psychological, and physical well-being, presenting positive and negative effects. This study primarily explores the negative aspects, specifically technostress, and its influence on mobile learning (m-learning) among university students, a crucial area with limited research, especially post-Covid-19. We aimed to develop a model for m-learning usage among undergraduates, investigating how factors like technostress, technology addiction, and technophobia could impede its benefits. Utilizing the Theory of Planned Behavior (TPB), we adopted a mixed-method approach, conducting an online survey with 1,144 students and in-depth interviews with 30 students from Riyadh, Saudi Arabia. The quantitative data, analyzed using Structural Equation Modeling (Smart PLS 3.8), validated our model, highlighting the significance of the three proposed factors on m-learning usage. Qualitatively, we gained insights into technostress, technophobia, and technology adoption barriers. Our findings suggest that m-learning can enhance academic performance, but its efficacy is subject to overcoming these identified barriers. This study contributes to educational research by emphasizing the need to address technological adoption challenges in higher education.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1473110
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Norah+Basheer+Alotaibi%22">Norah Basheer Alotaibi</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6450-8776">0000-0001-6450-8776</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: <searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Technology%22">Information Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Influence+of+Technology%22">Influence of Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Variables%22">Stress Variables</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Addictive+Behavior%22">Addictive Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Attitudes%22">Computer Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Saudi+Arabia+%28Riyadh%29%22">Saudi Arabia (Riyadh)</searchLink>
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  Data: Information and Communication Technology (ICT) has profoundly impacted social, psychological, and physical well-being, presenting positive and negative effects. This study primarily explores the negative aspects, specifically technostress, and its influence on mobile learning (m-learning) among university students, a crucial area with limited research, especially post-Covid-19. We aimed to develop a model for m-learning usage among undergraduates, investigating how factors like technostress, technology addiction, and technophobia could impede its benefits. Utilizing the Theory of Planned Behavior (TPB), we adopted a mixed-method approach, conducting an online survey with 1,144 students and in-depth interviews with 30 students from Riyadh, Saudi Arabia. The quantitative data, analyzed using Structural Equation Modeling (Smart PLS 3.8), validated our model, highlighting the significance of the three proposed factors on m-learning usage. Qualitatively, we gained insights into technostress, technophobia, and technology adoption barriers. Our findings suggest that m-learning can enhance academic performance, but its efficacy is subject to overcoming these identified barriers. This study contributes to educational research by emphasizing the need to address technological adoption challenges in higher education.
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Undergraduate Students
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