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IJLT 2023 Vol.9(4): 347-354
doi: 10.18178/ijlt.9.4.347-354

Millennials' Perceptions of M-learning in Higher Education in Developing Countries: The Role of Social Influence

Chama D. Ramchurn, Sumarie Roodt, and Sarah M. Mulaji*
Information System Department, University of Cape Town, Cape Town, South Africa
*Correspondence: mljsar001@myuct.ac.za (S.M.M.)

Manuscript received December 20, 2022; revised February 3, 2023; accepted June 7, 2023.

Abstract—Technology has brought about various changes in the teaching and learning industry. This has further led to a new form of learning known as M-learning. Meanwhile, the attributes of students have changed over time. A new generation of learners known as millennials have varying demands from bodies of knowledge as compared to their preceding generations. millennials have been acquainted with technology for most of their life. Considering these facts, this study seeks to determine factors affecting millennials’ perceptions of M-learning in higher education. An online questionnaire based on a fusion of the Technology and Acceptance Model with the Unified Theory of Acceptance and Use of Technology framework was used to survey 103 millennials at a university in a developing country. Structural Equation Modelling was used to analyze data. The findings revealed that social influence has a statistically significant impact on millennials’ intention to use M-learning. The geographical location and contextual environment may amplify social influence as a prime factor motivating millennials’ intention to use M-learning. Universities, governments, and other learning institutions should consider this for more suited provisioning of M-learning solutions in higher education. 
Keywords—social influence, mobile learning, perceptions of millennials, intention of use m-learning, developing countries, higher education 

Cite: Chama D. Ramchurn, Sumarie Roodt, and Sarah M. Mulaji, "Millennials’ Perceptions of M-learning in Higher Education in Developing Countries: The Role of Social Influence," International Journal of Learning and Teaching, Vol. 9, No. 4, pp. 347-354, December 2023. doi: 10.18178/ijlt.9.4.347-354

Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License (CC BY-NC-ND 4.0), which permits use, distribution and reproduction in any medium, provided that the article is properly cited, the use is non-commercial and no modifications or adaptations are made.