Chenxi Liu, Yixi Wang, Marvin Evans & Ana-Paula Correia
Mobile learning has gained significant recognition for its beneficial effects on learning across various dimensions. Nonetheless, ensuring consistent learner acceptance of mobile learning remains a critical factor to address. This meta-analysis study is the first comprehensive examination of critical antecedents impacting learners’ acceptance of mobile learning within the Technology Acceptance Model. This study undertook a comprehensive analysis of prior research conducted in both English and Chinese languages during the last 22 years. The aim was to construct the Integrated Mobile Learning Acceptance Model utilizing a one-stage meta-analysis structural equation model.
Five major antecedents of mobile learning acceptance were identified, and the moderating effects of education level, region, and culture were revealed. The resulting model provides a cohesive framework for understanding the critical factors influencing the acceptance of mobile learning. The study results contribute to the advancement of theory in mobile learning acceptance and have practical implications for the design and evaluation of mobile learning.