Mobile learning involves the use of mobile technologies such as PDAs, Smart-phones, and Wireless networks to tailor learning to a student's cognitive ability, circumstances, and task requirements. Therefore, this study examined the influence of perceived relevance on mobile learning, and assessed whether it affected the acceptance of any particular mobile learning technology. A research study was deployed using 125 male students from a senior high school in cen tral Taiwan. The study adopted the Technology Acceptance Model (TAM) and incorporated the factors of perceived curiosity and convenience. The results of the study revealed that perceived curiosity had a positive impact on continuous intention to use, and perceived convenience had positive effect on perceived usefulness, and continue intention to use.
|頁（從 - 到）||571-588|
|期刊||Journal of Educational Media and Library Science|
|出版狀態||已發佈 - 2011|
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