Factors Impacting Mobile Learning Engagement Among Students from Low Income Communities

Abstract

Mobile learning has transformed traditional education by leveraging technological advancements to enhance students' educational experiences. Understanding how these mobile learning technologies engage learners is crucial, especially among students from low-income communities. This study investigates factors influencing mobile learning engagement among university students from disadvantaged backgrounds, integrating constructs from Self-Determination Theory (SDT), the Technology Acceptance Model (TAM), and Digital Divide Theory. Perceived usefulness, ease of navigation, perceived autonomy, access to technology, and digital literacy were examined quantitatively with 201 university students. Validity and reliability were assessed through exploratory factor analysis and Cronbach's alpha, yielding satisfactory results. Regression analysis confirmed that perceived usefulness and digital literacy significantly impact mobile learning engagement, while access to technology and perceived autonomy did not show significant effects. These findings underscore the importance of enhancing digital literacy and ensuring mobile learning platforms are perceived as valuable for students from low-income communities. Targeted strategies are crucial for educators, policymakers, and stakeholders to address educational disparities and promote inclusive education through mobile learning.