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An empirical study on the adoption of M-learning apps among IT/ITeS employees

机译：关于IT / ITeS员工采用M-learning应用程序的实证研究

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摘要

Purpose - This study aims to use the novel approach of applying the behavioural reasoning theory (BRT) to understand the relative influence of reason for and reason against the adoption of mobile learning applications (M-learning apps) among information technology (IT) and information technology enabled services (ITeS) employees. Design/methodology/approach - This study surveys 680 employees of IT and ITeS companies in India to examine the adoption of M-learning apps for learning using the BRT and the primary data analysis was done using the partial least squares-structural equation modelling technique. Findings - It is found that the context-specific adoption factors for M-leaming apps are hedonic motivation, self-efficacy, learning autonomy, ubiquitous and relative advantage, whereas the reasons against adoption of the M-learning apps are traditional barrier, usage barrier and image barrier. It is also found that values of openness to change positively affect the reasons for adoption and do not significantly affect reasons against adoption of M-learning. Values of openness to change affect the attitude towards M-learning apps and attitude affects the adoption intention of M-learning apps for learning. Research/limitations/implications - This cross-sectional study was conducted only in the Indian IT/ITeS firms and future research can be conducted in other sectors and countries to generalize the results. Practical implications - This research uniquely highlights the adoption factors both for and against, which should be considered while developing marketing strategies for M-leaming apps' adoption. It is imperative for training managers to consider these factors during the selection of M-leaming apps and for designers while designing the M-leaming apps. Originality/value - This study provides new insights towards the use of mobile apps for learning with the employees' perspective using the BRT theory and it highlights the reason for adoption and reason against adoption of M-learning apps.
机译：目的-这项研究旨在运用行为推理理论（BRT）的新颖方法，了解原因和原因对信息技术（IT）和信息中采用移动学习应用程序（M-learning apps）的相对影响技术支持服务（ITeS）员工。设计/方法/方法-这项研究对印度的IT和ITeS公司的680名员工进行了调查，以研究使用M学习应用程序进行BRT学习的情况，并且主要数据分析是使用偏最小二乘结构方程建模技术进行的。研究结果-研究发现，针对M学习应用程序的特定于上下文的采用因素是享乐动机，自我效能感，学习自主性，普遍存在和相对优势，而反对采用M学习应用程序的原因则是传统障碍，使用障碍和图像屏障。还发现，开放的价值观会积极地影响采用的原因，而不会显着影响反对采用M学习的原因。开放的价值观会影响人们对M学习应用程序的态度，态度会影响M学习应用程序对学习的采用意图。研究/局限/含义-该横断面研究仅在印度IT / ITeS公司中进行，以后可以在其他部门和国家进行研究以概括结果。实际意义-这项研究独特地强调了支持和反对的采用因素，在制定M-leaming应用的采用营销策略时应考虑这些因素。培训经理在选择M-leaming应用程序时必须考虑这些因素，而设计师在设计M-leaming应用程序时则必须考虑这些因素。原创性/价值-这项研究从员工的角度利用BRT理论为使用移动应用程序进行学习提供了新的见解，并突出了采用原因和反对采用M学习应用程序的原因。

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