Promoting interactions between lecturers and students in classrooms via mobile technologies: An empirical study

Chin Lay Gan, Vimala Balakrishnan


The current study sets out to identify determinants affecting behavioural intention to use mobile technology in lecture classes. The research emphasizes the reason for using mobile technology during lectures with large number of students is to facilitate interactions among students and lecturers. The proposed conceptual framework has four main antecedents of behavioural intention: System perception, intrinsic motivation, system and information quality, and uncertainty avoidance. Sample data was collected from 396 tertiary students. Results from structural equation model on the sample indicated that behavioural intention was significantly influenced by system and information quality, followed by intrinsic motivator, and uncertainty avoidance. System perception was not significantly predictive of behavioural intention. The proposed model explained 54% of the variance in behavioural intention of mobile technology use in lecture classes. The study findings are indicative of the importance of system development efforts to ensure overall quality system design. The findings further suggest that mobile technology may serve as a tool to facilitate interaction among students and lecturers in large lecture classes.


mobile technology; technology acceptance; interactive lectures; blended learning; higher education

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