The rapid proliferation of mobile devices has prompted educational systems worldwide to explore mobile learning (m-learning) as a means to enable anytime, anywhere individualized education. Understanding the factors influencing the acceptance of such technologies is critical for successful implementation. This study examines the determinants of m-learning acceptance among high school students in Iran, extending the Theory of Planned Behavior (TPB). Data were collected from 318 Iranian high school students and analyzed using structural equation modeling (SEM) in LISREL software. The findings confirmed the significant impact of attitude, subjective norms, and perceived behavioral control on behavioral intention to use m-learning. Contrary to expectations derived from the Technology Acceptance Model (TAM), perceived ease of use and perceived usefulness did not significantly influence attitude toward m-learning. Additionally, the hypothesized effect of learning autonomy on perceived behavioral control was not supported. These results highlight context-specific variations in technology acceptance within non-Western educational settings and suggest that cultural and infrastructural factors may moderate classic acceptance models. The study contributes to the literature on educational technology adoption in developing countries and offers practical implications for policymakers and educators aiming to integrate mobile learning effectively.

Authors:
Sadjad Eskandari, Universidad Politécnica de Madrid, Spain
Ahmadreza Tabibi, General Motors LLC., United States

About the Presenter(s)
Sadjad Eskandari is currently a Ph.D. student in software, systems, and computing at the Universidad Politécnica de Madrid (UPM)

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