Role of innovativeness and self-efficacy in tourism m-learning

Johra FATIMA, Parvez Ghandforuosh, Mahmood Khan, Rita Di Masico

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Purpose – This study aims to explore the opportunity offered through mobile learning (m-learning) to tourism education in the developing country context. To achieve this aim, the antecedent impact of self-efficacy and the moderator role of innovativeness on the attitude and intention to adopt m-learning have been investigated using the technology acceptance model (TAM).

Design/methodology/approach – A survey of 176 participants from three prominent tourism education institutes in Dhaka, Bangladesh, has been conducted. Partial least squares-based structural equation modeling (PLS-SEM) has been used to analyze the data.

Findings – While the findings confirmed the antecedent effect of self-efficacy on the intention to adopt m-learning, the moderating effect of innovativeness was not found to be as significant for the attitude-intention link.

Research limitations/implications – Data have been collected only from one country and from current tourism students. Future studies on several developing countries with different potential users would bring more in-depth insights.

Practical implications – Tourism education institutes need to focus on students’ self-efficacy to build a positive attitude and behavioral intention toward m-learning when launching mobile-based education services.

Originality/value – The study provides theoretical underpinnings enabling tourism educators to better understand tourism students’ behavioral intention to use m-learning, in particular in the developing country context. By applying TAM to tourism education to examine the effects of students’ self-efficacy and innovativeness, a better explanation of the adoption of m-learning in tourism education is provided.
Original languageEnglish
Pages (from-to)344-355
Number of pages12
JournalTourism Review
Volume72
Issue number3
DOIs
Publication statusPublished - 2017

Fingerprint

self-efficacy
tourism
learning
Tourism
education
student
developing world
developing country
acceptance
Self-efficacy
Innovativeness
moderator
theoretical study
Bangladesh
Tourism education
educator
methodology
Developing countries
modeling
effect

Cite this

FATIMA, Johra ; Ghandforuosh, Parvez ; Khan, Mahmood ; Di Masico, Rita. / Role of innovativeness and self-efficacy in tourism m-learning. In: Tourism Review. 2017 ; Vol. 72, No. 3. pp. 344-355.
@article{5465af5010d142bdbefb90505887981e,
title = "Role of innovativeness and self-efficacy in tourism m-learning",
abstract = "Purpose – This study aims to explore the opportunity offered through mobile learning (m-learning) to tourism education in the developing country context. To achieve this aim, the antecedent impact of self-efficacy and the moderator role of innovativeness on the attitude and intention to adopt m-learning have been investigated using the technology acceptance model (TAM).Design/methodology/approach – A survey of 176 participants from three prominent tourism education institutes in Dhaka, Bangladesh, has been conducted. Partial least squares-based structural equation modeling (PLS-SEM) has been used to analyze the data.Findings – While the findings confirmed the antecedent effect of self-efficacy on the intention to adopt m-learning, the moderating effect of innovativeness was not found to be as significant for the attitude-intention link.Research limitations/implications – Data have been collected only from one country and from current tourism students. Future studies on several developing countries with different potential users would bring more in-depth insights.Practical implications – Tourism education institutes need to focus on students’ self-efficacy to build a positive attitude and behavioral intention toward m-learning when launching mobile-based education services.Originality/value – The study provides theoretical underpinnings enabling tourism educators to better understand tourism students’ behavioral intention to use m-learning, in particular in the developing country context. By applying TAM to tourism education to examine the effects of students’ self-efficacy and innovativeness, a better explanation of the adoption of m-learning in tourism education is provided.",
keywords = "Innovativeness, Structural equation modelling, Self-efficacy, Tourism education, Technology acceptance model, Mobile learning",
author = "Johra FATIMA and Parvez Ghandforuosh and Mahmood Khan and {Di Masico}, Rita",
year = "2017",
doi = "10.1108/TR-02-2017-0019",
language = "English",
volume = "72",
pages = "344--355",
journal = "Tourism Review",
issn = "0251-3102",
publisher = "Emerald Group Publishing Ltd.",
number = "3",

}

FATIMA, J, Ghandforuosh, P, Khan, M & Di Masico, R 2017, 'Role of innovativeness and self-efficacy in tourism m-learning', Tourism Review, vol. 72, no. 3, pp. 344-355. https://doi.org/10.1108/TR-02-2017-0019

Role of innovativeness and self-efficacy in tourism m-learning. / FATIMA, Johra; Ghandforuosh, Parvez; Khan, Mahmood ; Di Masico, Rita.

In: Tourism Review, Vol. 72, No. 3, 2017, p. 344-355.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Role of innovativeness and self-efficacy in tourism m-learning

AU - FATIMA, Johra

AU - Ghandforuosh, Parvez

AU - Khan, Mahmood

AU - Di Masico, Rita

PY - 2017

Y1 - 2017

N2 - Purpose – This study aims to explore the opportunity offered through mobile learning (m-learning) to tourism education in the developing country context. To achieve this aim, the antecedent impact of self-efficacy and the moderator role of innovativeness on the attitude and intention to adopt m-learning have been investigated using the technology acceptance model (TAM).Design/methodology/approach – A survey of 176 participants from three prominent tourism education institutes in Dhaka, Bangladesh, has been conducted. Partial least squares-based structural equation modeling (PLS-SEM) has been used to analyze the data.Findings – While the findings confirmed the antecedent effect of self-efficacy on the intention to adopt m-learning, the moderating effect of innovativeness was not found to be as significant for the attitude-intention link.Research limitations/implications – Data have been collected only from one country and from current tourism students. Future studies on several developing countries with different potential users would bring more in-depth insights.Practical implications – Tourism education institutes need to focus on students’ self-efficacy to build a positive attitude and behavioral intention toward m-learning when launching mobile-based education services.Originality/value – The study provides theoretical underpinnings enabling tourism educators to better understand tourism students’ behavioral intention to use m-learning, in particular in the developing country context. By applying TAM to tourism education to examine the effects of students’ self-efficacy and innovativeness, a better explanation of the adoption of m-learning in tourism education is provided.

AB - Purpose – This study aims to explore the opportunity offered through mobile learning (m-learning) to tourism education in the developing country context. To achieve this aim, the antecedent impact of self-efficacy and the moderator role of innovativeness on the attitude and intention to adopt m-learning have been investigated using the technology acceptance model (TAM).Design/methodology/approach – A survey of 176 participants from three prominent tourism education institutes in Dhaka, Bangladesh, has been conducted. Partial least squares-based structural equation modeling (PLS-SEM) has been used to analyze the data.Findings – While the findings confirmed the antecedent effect of self-efficacy on the intention to adopt m-learning, the moderating effect of innovativeness was not found to be as significant for the attitude-intention link.Research limitations/implications – Data have been collected only from one country and from current tourism students. Future studies on several developing countries with different potential users would bring more in-depth insights.Practical implications – Tourism education institutes need to focus on students’ self-efficacy to build a positive attitude and behavioral intention toward m-learning when launching mobile-based education services.Originality/value – The study provides theoretical underpinnings enabling tourism educators to better understand tourism students’ behavioral intention to use m-learning, in particular in the developing country context. By applying TAM to tourism education to examine the effects of students’ self-efficacy and innovativeness, a better explanation of the adoption of m-learning in tourism education is provided.

KW - Innovativeness

KW - Structural equation modelling

KW - Self-efficacy

KW - Tourism education

KW - Technology acceptance model

KW - Mobile learning

UR - http://www.scopus.com/inward/record.url?scp=85028874020&partnerID=8YFLogxK

U2 - 10.1108/TR-02-2017-0019

DO - 10.1108/TR-02-2017-0019

M3 - Article

VL - 72

SP - 344

EP - 355

JO - Tourism Review

JF - Tourism Review

SN - 0251-3102

IS - 3

ER -