MLearning and pre-service teachers: An assessment of the behavioral intention using an expanded TAM model
作者：
Highlights：
• We used a TAM-based model to study pre-service teachers' intent to use mLearning.
• The model is expanded with the constructs self-efficacy and anxiety.
• The results of the model analysis through PLS-SEM supported all of the paths proposed.
• The MGA did not yield significant differences controlling for gender or course year.
• The PLS-POS analysis identified two groups with significant differences in all their paths.
摘要
•We used a TAM-based model to study pre-service teachers' intent to use mLearning.•The model is expanded with the constructs self-efficacy and anxiety.•The results of the model analysis through PLS-SEM supported all of the paths proposed.•The MGA did not yield significant differences controlling for gender or course year.•The PLS-POS analysis identified two groups with significant differences in all their paths.
论文关键词：mLearning adoption,Technology acceptance model,Self-efficacy,Mobile anxiety,Pre-service teachers
论文评审过程：Received 31 March 2016, Revised 29 September 2016, Accepted 30 September 2016, Available online 6 October 2016, Version of Record 26 April 2017.
论文官网地址：https://doi.org/10.1016/j.chb.2016.09.061
