Factors influencing students' behavioral intentions: Examining the potential use of mobile technology in agricultural education courses

Abstract

Mobile technology is pervasive at institutions across the U.S. The study was framed with self-efficacy theory, self-directed learning theory, and the unified theory for acceptance and use of technology. The purpose of this study was to assess undergraduate students’ behavioral intention towards mobile technology acceptance in agricultural education courses. The population was undergraduate agricultural leadership students (N = 687) in a department of agricultural education at a land-grant university. Random sampling was employed to assist the researchers in answering the study’s objectives and to generalize findings to the target population. Survey research was employed as the data collection method and descriptive statistics, correlations, and multiple regression were implemented to analyze the data. Three hundred forty-four students were surveyed and 88.10% (n = 303) of the sample responded to the survey. Self-efficacy, level of self-directedness, and GPA explained 32% of the variance of students’ behavioral intention to use mobile technology. The data suggested students are accepting the use of mobile technology in academic settings to enhance learning. By developing a better comprehension of factors that influence student’s behavioral intentions with mobile technology, institutions may improve student learning and better assist institutions achieve strategic objectives through disseminating institutional information with mobile technology.