Daniela Dondiego Grade 12, St, Audustine

Title: The Literature Review of " The Factors Influencing Student adoptions and use of mobile
learning management system (m-LMSs)" Adel Abdulmohsen Alfalah . International Journal of
Information Management Data Insights 3 (1), 100143, (2023)"

ⅼ. Related Literature
In light of the conditions of the Covid-19 pandemic, people are looking for alternatives to
accomplish their work. Education was not isolated from this change, where reliance, in whole or in part,
on the use of modern ICTs has become imperative (e-learning). A related term is "mobile learning",
which refers to the use of mobile devices in the learning process. Accordingly, the purpose of this
research is to examine university level students’ behavioral intentions to use a mobile learning
management system (m-LMS) (e.g. Blackboard application) in Saudi Arabia by empirically testing an
extended version of the UTAUT model. For data collection, 258 university students participated in an
online-based questionnaire. Six out of the eight proposed hypotheses were supported by analysis. PE, EE
and LI showed a great impact on BI whereas FC was not significant factor. PMV and AR also
demonstrated influence on PE, but UMS indicated no impact on PE. Further, UMS had a significant
impact on EE. Results contribute to academia by enriching technology adoption literature in general and
m-learning adoption in particular. Findings also contribute to policy and practice by providing insights to
officials, decision makers, educators and learning management systems developers in terms of strategy,
system design and resource management to meet the needs of students to increase their behavioral
intentions to use m-LMS.

Ⅱ. Variables
Although the successful implementation of the Learning Management System (LMS) in most of
the universities in the Arab Gulf Countries (AGC), little consideration has been paid to exploring LMS
usage. This paper provides a systematic review of the current literature focusing on the most critical
factors influencing LMS usage in AGC. The extant literature was identified through six electronic
databases from 2013 to 2023. Academic articles were reviewed if they contained a relevant discussion of
the factors influencing LMS acceptance and adoption conducted in AGC. Results from a systematic
review of 34 studies showed that 15 studies were centred in Saudi Arabia. The results also, revealed that
Technology Acceptance Model was the dominant model employed, and students were the main subject
of studies. Moreover, the quantitative approach was the preferred design. Overall, forty-one factors were
identified, and the results show that the following eight factors appear most frequently: Perceived Ease
of Use, Perceived Usefulness, Social Influence, Performance Expectancy, Effort Expectancy, Facilitating
Conditions, Self-efficacy, and Attitude. This review will be valuable for future research and helpful for
higher education decision-makers who intend to use eLearning to overcome the challenges they face in
using LMS effectively.
Ⅲ. Research gaps

Despite the growing popularity of mobile learning management systems (m-LMSs) in educational
settings, there is a notable gap in understanding the nuanced factors that influence students' adoption
and effective utilization of these systems. While some studies have explored general adoption factors,
there is limited research that delves into context-specific variables, such as cultural, institutional, or
subject-specific factors, which may significantly impact students' m-LMS adoption behaviors. Further
investigation is needed to uncover the complex interplay of these diverse factors to inform the
development of tailored strategies for enhancing m-LMS adoption rates and the overall effectiveness of
mobile learning in diverse educational contexts.

Ⅳ. Statistical data

The study om of this research was to determine the impact of classroom environment, teacher
competency, information and communication technology (ICT) resources, and university facilities on
academic performance and student engagement at higher education institutions (HEIs). This paper also
aimed to contribute to the literature by verifying the mediating effect of student engagement between
the selected factors and academic performance. A survey tool was used to gather the data from 314
students in United Arab Emirates. During the phase of data analysis, AMOS Version 21 was utilized to
test the proposed hypotheses and validate the research tool. The results supported the notion that
teacher competency and ICT resources have positive effects on both academic performance and student
engagement. Furthermore, classroom environment and university facilities were found as significant
predictors of both academic performance and engagement. Finally, the results showed that student
engagement mediates the relationship between the stated factors and academic performance.

Ⅴ. Statistical treatment

The study revealed that the adoption of mobile learning in … With reference to the statistics in Fig. 2,
there is an indication … learning management systems (m-LMSs):

Ⅵ. Sampling technique

Although the influencing factors on the use of e-learning (EL) were examined in previous studies, the
physical characteristics of the educational environment

Ⅶ. Limitations / Delimitation

The Limitation is that the findings of the study are the factors affecting students’ intentions to use
learning … influence the likelihood of future LMS adoption and provide …