Mobile Learning - A New Success Model

This study investigates mobile learning, empirical studies in the field, benefits, barriers and applications of mobile learning. The study further introduces a new model for Mobile Learning Success based on the wellestablished Technology Acceptance Model (TAM) and the McLean and DeLone Information System Success Model. INTRODUCTION: WHAT IS MOBILE LEARNING? Researchers define the term mobile learning" and its content from various points of view. According to (Skui and Suki 207) Mobile learning is "the new possibilities that are available to people given the mass deployment of devices that everyone now has in their hands and the new connectivity that is coming". Mobile content is any type of media formatted for mobile phones, like ring tones, graphics, games and movies. Mobile learning can also be defined as any activity that allows individuals to be more productive when consuming, interacting with or creating information mediated through a compact digital portable device that the individual carries on a regular basis, has reliable connectivity and fits in a pocket or purse. (Wagner 2008) According to Wagner (2008), today‟s mobile learning is slowly coming within practical reach of institutions, agencies, and commercial enterprises hoping to support the learning needs and interests of their distributed stakeholders. With the availability of better and more powerful personal digital devices and telecommunications networks, a growing mobile content ecosystem and widespread consumer adoption of said same devices and services, could true „„anytime, anywhere‟‟ learning and performance support finally be on the horizon. Advances in wireless communication technologies have provided the opportunity for educators to create new educational models. With the aid of wireless communication technology, educational practice can be embedded into mobile life without wired-based communication. With the trend in educational media becoming more mobile, portable, and individualized, the learning form is being modified in spectacular ways. (Yu and Chieh 2008). A fourth generation improved mobile communication system is necessary. The 4G system can support more bandwidth than other systems. It has advantages like authentication, mobile management, and quality of service (QoS). According to Yu and Chieh (2008), The fourth generation mobile communication system can use a variety of computer embedded devices to ubiquitously access multimedia information, such as smart phones and PDAs. Most important is that have more bandwidth. Hence, it supply ubiquitous learning environment. So far there have been lots of attempts to define mobile learning, such as “learning that happens when the learner takes advantage of learning opportunities offered by mobile technologies. More promising way towards a theory of mobile seems to be the focus on the clarification of significant issues in research, challenges), case studies or motivational or affective aspects All these attempts contribute to a definition of key characteristics for mobile and sharpen the picture of what constitutes mobile rather than finding a precise definition. (Dirk et al. 2010) Kukulska-Hulme (2009) stated that “There is no agreed definition of „„mobile learning‟‟, partly because the field is experiencing rapid evolution, and partly because of the ambiguity of „„mobile‟‟ – does it relate to mobile technologies, or the more general notion of learner mobility? In fact both aspects are currently important; in addition, the mobility of content is often highlighted. Mobility needs to be understood not only in terms of spatial movement but also the ways in which such movement may enable time-shifting and boundary-crossing. In the future, when technology is an integral part of our surroundings, it is predicted that we will no longer have to carry a mobile device. Even now, learners tend to move between using desktop computers and mobile devices, and maybe touch-screen displays in public areas, often for