Mobil Öğrenmenin Kabulü: Sistematik Literatür İncelemesi

Öz

Eğitim faaliyetlerinin mobil cihazlar ve uygulamalar ile desteklenmeye başlanması ile mobil öğrenme (m-öğrenme) kavramı ortaya çıkmış ve eğitim bağlamında yeni bir araştırma alanı olarak yerini almıştır. m-Öğrenmenin avantajlarından faydalanabilmek için, bu öğrenme yönteminin son kullanıcılar tarafından benimsenmesi ve kabulü önemlidir. Literatürde, kullanıcıların m-öğrenme kabulünü etkileyen faktörleri inceleyen birçok çalışma mevcuttur. Bu çalışma,  m-öğrenme kabulünü etkileyen faktörleri belirleyebilmek için literatürdeki m-öğrenme kabulü çalışmalarının sistematik bir şekilde incelenmesini amaçlamıştır. Ayrıca bu çalışmanın bir diğer amacı m-öğrenme kabulünü tahmin etmek için kullanılan teorilerin belirlenmesidir. Literatürdeki çalışmalara ulaşmak için sistematik inceleme prosedürü tasarlanmış ve uygulanmıştır. Sistematik inceleme prosedürü ile elde edinilen 51 çalışma, örneklem grupları, çalışmaların dayandığı teoriler ve m-öğrenmenin kabulünü etkileyen faktörler ve aralarındaki ilişkiler kapsamında incelenmiştir. Yürütülen çalışmalarda toplam 106 faktör belirlenmiş ve bu faktörler m-öğrenmenin kabulü ve benimsenmesi bağlamında 12 boyut altında gruplandırılmıştır. Ayrıca bu faktörler arasındaki ilişkiler incelenmiş ve toplam 222 anlamlı ilişki bulunmuştur.  Bu ilişkilerden, Algılanan Fayda-Davranışsal Niyet, Algılanan Kullanım Kolaylığı-Algılanan Fayda ve Algılanan Kullanım Kolaylığı-Davranışsal Niyet ilişkilerinin istatistiksel olarak anlamlı sonuç veren ve en çok araştırılan ilk üç ilişki olduğu gözlenmiştir.  

Anahtar Kelimeler

• sistematik inceleme,teknoloji kabulü,teknoloji kabul modeli,mobil öğrenme

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