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

Year 2025, Volume: 26 Issue: 1, 85 - 100, 01.01.2025

Azmi Fitriati , Subuh Anggoro , Corrienna Abdul Talib , Tin Lam Toh

https://doi.org/10.17718/tojde.1445234

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.

Keywords

Technology acceptance model, mobile learning, Generation Z, self-efficacy, enjoyment, intention to use.

Supporting Institution

Directorate of Research, Technology and Community Service - Directorate General of Higher Education, Ministry of Education and Culture of the Republic of Indonesia

Project Number

182/E5/PG.02.00.PL/2023.

Thanks

Thanks to Universitas Muhammadiyah Purwokerto and Directorate of Research, Technology and Community Service - Directorate General of Higher Education, Ministry of Education and Culture of the Republic of Indonesia that funded the research with grant number 182/E5/PG.02.00.PL/2023.

References

• Abduljawad, M., & Ahmad, A. (2023). An Analysis of Mobile Learning (M-Learning) in Education. Multicultural Education, 9(2), 145–152. https://doi.org/https://doi.org/10.5281/zenodo.7665894
• Al-Araibi, A. A. M., Mahrin, M. N. bin, & Yusoff, R. C. M. (2019). Technological aspect factors of E-learning readiness in higher education institutions: Delphi technique. Education and Information Technologies, 24(1), 567–590. https://doi.org/10.1007/s10639-018-9780-9
• Al-Emran, M., Mezhuyev, V., & Kamaludin, A. (2020). Journal Pre-proof. Contemporary Educational Psychology, 60. https://doi.org/10.1016/j.cedpsych.2019.101829
• Al-Fraihat, D., Joy, M., Masa’deh, R., & Sinclair, J. (2020). Evaluating E-learning systems success: An empirical study. Computers in Human Behavior, 102, 67–86. https://doi.org/10.1016/j.chb.2019.08.004
• Al-Gahtani, S. S. (2016). Empirical investigation of e-learning acceptance and assimilation: A structural equation model. Applied Computing and Informatics, 12(1), 27–50. https://doi.org/10.1016/j.aci.2014.09.001