University of Illinois Urbana-Champaign

Scale of mobile learning readiness: Development and validation in the digital native cohort

Xu, Xiao

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XU-DISSERTATION-2022.pdf

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https://hdl.handle.net/2142/115867

Description

Title
Scale of mobile learning readiness: Development and validation in the digital native cohort
Author(s)
Xu, Xiao
Issue Date
2022-06-13
Director of Research (if dissertation) or Advisor (if thesis)
Li, Jessica
Doctoral Committee Chair(s)
Li, Jessica
Committee Member(s)
  • Huang, Wenhao David
  • Oh, Eunjung Grace
  • Jiang, Ge
Department of Study
Educ Policy, Orgzn & Leadrshp
Discipline
Educ Policy, Orgzn & Leadrshp
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
  • mobile learning
  • mobile learning readiness
  • scale development
  • digital native cohort
Abstract
With the ever-increasing reach of mobile learning, its notable advantages (e.g., mobility) are recognized gradually. However, past studies found that learners are not fully ready for engaging in mobile learning and meanwhile used different theoretical approaches to provide conventions to address the less preparation of mobile learning readiness. Many have attempted to identify factors to determine mobile learning readiness but few have endeavored to provide a convention to comprehensively explain and assess mobile learning readiness from an empirical perspective. Hence, this study attempts to provide a convention to comprehensively explain and measure mobile learning readiness by developing a scale against DeVellis' (2016) scale development guide. Noticeably, this study focuses on mobile learning via smartphones to support and extend formal education. The mobile learning readiness refers to a construct of an individual’s state of preparedness to intend to use mobile learning. Against extant studies, a pool of 63 items were drawn to indicate initial ten dimensions of mobile learning readiness: self-directed learning ability, self-efficacy to mobile learning, mobile learning intention, mobile learning effort expectancy, mobile learning system expectancy: mobility, mobile learning system expectancy: enjoyment, mobile learning system expectancy: interaction, mobile learning performance expectancy, facilitating conditions, and social influence. A qualitative assessment process resulted in a total of 47 items to constitute a preliminary version of the scale. A pilot study was performed on the 47-item preliminary scale on a sample of 100 digital native participant who are defined in this study as those under age 40 and with a degree of past mobile learning experience. The cohort of digital natives is selected as the target population in this study is because they are generally assumed as perfect candidates for mobile learning for their tech-savvy propensity and their willing to engage in new digital activities, while in fact they showed lack of full readiness. Item analysis techniques and Exploratory Factor Analysis (EFA) were used to determine the adequacy of the items to measure the construct of mobile learning readiness. Comparing on alternative models theoretically assumed in the study, a preferred eight-dimensional model with 30 items was developed in pilot study which fitted the data better. The eight dimensions are self-directed learning ability, self-efficacy to mobile learning, mobile learning effort expectancy, mobile learning system expectancy: mobility, mobile learning system expectancy: enjoyment, mobile learning system expectancy: interaction, mobile learning performance expectancy, and social influence. After pilot study, a scale validation was conducted on the eight-dimensional model with 30 items (developed in the pilot study) on a total sample of 249 digital native participants. Item analysis techniques, alternative model comparison, EFA, CFA, SEM were adopted to assess the eight-dimensional model. A resultant eight-dimensional reliable scale with 29 items was developed. Supporting evidence of construct validity of the scale was obtained from content, convergent, discriminant, and predictive validity. Content validity was guaranteed by the experts review of the items in response to their dimensions. Convergent and discriminant validity was supported by the high or low intercorrelations among the eight dimensions in consistent with the theory-implied mechanisms or relations past studies empirically validated. Mobile learning readiness positively predicted the mobile learning state of preparedness (β = 0.67, p < .0001), which provided strong evidence to support predictive validity. The measurement invariance was partially validated due to relatively small sample. Six out of the eight dimensions showed measurement invariance from configural invariance, metric invariance, and scalar invariance tests: self-directed learning ability, self-efficacy to mobile learning, mobile learning effort expectancy, mobile learning system expectancy: mobility, mobile learning system expectancy: enjoyment, and mobile learning system expectancy: interaction. The scale developed in the study is further recommended to be utilized for research purpose and for practice. Organizations and individual learner can use the scale to identify, evaluate, and even foster mobile learning readiness for different purposes.
Graduation Semester
2022-08
Type of Resource
Thesis
Handle URL
https://hdl.handle.net/2142/115867
Copyright and License Information
Copyright 2022 Xiao Xu

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