Mobile Learning Adoption: Using Composite Model Measurement Invariance to Assess Gender Differences

This study investigates Ghanaian students' adoption of Mobile Learning (ML) by extending the technology acceptance model with a subjective norm variable. Specifically, this study focuses on the moderating effect of gender using the Measurement Invariance of Composite Models for the analysis. The study used a purposive sampling technique to collect the data for the study from sec-ond-year diploma students at the University of Professional Studies in Accra. SmartPLS 3.3.3 was used to analyze the data from 330 respondents. The findings of the study suggest that perceived ease of use, perceived usefulness, and subjective norm have a significant influence on the behavior-al intention to adopt mobile learning for the complete data set. In addition, the results suggest that the impact of the subjective norm was not significant for female students but for male students. Also, the impact of perceived ease of use and perceived usefulness on behavioral intention were insignificant. Furthermore, the findings suggest that behavioral intention influences students' actual use of mobile devices to access learning materials. Finally, gender moderates the relationship be-tween subjective norms and behavioral intention. The findings demonstrate group heterogeneity, therefore, investigations on technology adoption must always incorporate group dynamics to un-derstand how different groups respond to its adoption. The findings of the study hold significance for both policy and research implications.

Mobile Learning Adoption: Using Composite Model Measurement Invariance to Assess Gender Differences Keywords:

Mobile learning , Perceived Ease of Use , perceived usefulness , Subjective Norm , Behavioral Intention