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Comparing factors that influence learning management systems use on computers and on mobile

机译：比较影响学习管理系统在计算机和移动设备上使用的因素

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Purpose - Learning management systems (LMSs) have been embraced for their potential to create a ubiquitous learning that is free from time and space constraints. Mobile devices afford enhanced mobility that enables flexible learning with LMSs. Thus, understanding students' use of mobile devices to interact with LMSs and the influencing factors is essential. This paper aims to examine the factors that influenced students' behavioural intention in using Web-based LMSs via mobile phones and compared the factors with those that affect students' general acceptance of Web-based LMSs. Design/methodology/approach - This study surveyed 356 university students and interviewed 17 students on the various factors that might affect their LMS adoption. Structural equation modelling was used to analyse the survey data. Findings - This study identified that perceived usefulness, perceived ease of use, social influence and facilitating conditions were significant determinants of students' usage intention in both contexts. However, social factors exerted greater influence on students' behavioural intentions of mobile access than the attitudinal factors. The results also pinpointed some sociocultural and tempo-spatial factors that might have minimized the influence of perceived usefulness in the mobile context. Originality/value - The study calls for special attention to the potential influences of sociocultural norms and tempo-spatial circumstances of mobile use in shaping the nature of learners' voluntary mobile use of LMSs.
机译：目的-学习管理系统（LMS）具有创造不受时间和空间限制的普遍学习的潜力，因此受到人们的欢迎。移动设备提供增强的移动性，从而可以通过LMS灵活地学习。因此，了解学生使用移动设备与LMS交互及其影响因素至关重要。本文旨在探讨影响学生通过手机使用基于Web的LMS的行为意图的因素，并将其与影响学生对基于Web的LMS的普遍接受的因素进行比较。设计/方法/方法-这项研究调查了356名大学生，并就可能影响LMS采用的各种因素采访了17名学生。使用结构方程建模来分析调查数据。发现-这项研究发现，在两种情况下，感知的有用性，感知的易用性，社会影响力和便利条件是学生使用意愿的重要决定因素。但是，与态度因素相比，社会因素对学生移动访问行为意图的影响更大。结果还指出了一些社会文化和时空因素，这些因素可能会最大程度地减少移动环境中感知有用性的影响。原创性/价值-该研究呼吁特别注意社会文化规范和移动使用的时空环境在塑造学习者自愿移动使用LMS的性质方面的潜在影响。

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