Abstract
Mobile learning (m-learning) is a key solution for education in order to improve the learning effectiveness of students. Increasing mobile penetration in the world, particularly among the young generation urges the investigation of the factors affecting m-learning use in higher education institutions. The primary aim of this paper is to utilize general extended technology acceptance model for e-learning (GETAMEL) developed by Abdullah and Ward (2016) to examine the factors driving the undergraduate students’ attitude and intention to use m-learning in Azerbaijan with the moderating effect of Technology innovativeness (TI). The study used a survey conducted across the under- graduate students in the 7 universities located in the Baku city. The survey questionnaire was used to collect valid data from 698 samples. The Structural Equation Modelling (SEM) results revealed that Experience (XP), Subjective norms (SN), Enjoyment (ENJOY), Information and communication technologies anxiety (IC-TA), and Self-efficacy (SE) significantly influence Perceived Usefulness (PU), while only XP and ICTA have an impact on Perceived ease of use (PEOU). It did not affect PU of m-learning. TI was found to have moderating effect on the relationship of PEOU and PU with Attitude (ATT), but not the relationship of ATT with Intention (INT). This study filled the gap in the m-learning literature in Azerbaijan, and provided significant implication for both academic and government institutions willing to increase the penetration of ICT technologies and m-learning in higher education.