The Contribution of Cultural Factors to Mobile Learning Acceptance in Chinese Higher Education

Abstract

Mobile learning has become a need of the modern education system because of its advantages. However, its utilization could be better in Chinese higher education. In Chinese culture, college students’ willingness to adopt mobile learning may be essential. This study investigates the effects of two cultural factors on mobile learning acceptance among Chinese college students. It applies the technology acceptance model and Hofstede's theory of cultural dimensions. This research pilot study recruited 90 student samples from 3 private colleges in Chongqing City, responding to an online questionnaire. Data analysis used the SPSS 24 version to conduct correlation and regression analyses. The results indicated that cultural trust could predict students’ intentions of using mobile learning, as perceived usefulness and ease of use do. Meanwhile, students’ individual growing backgrounds significantly moderated the effect of other variables in this model to influence students’ intentions of mobile learning. The study also discussed the significance, the limitations, and the research directions in the future.