Mixed-methods analysis explores EFL learners' perceptions and motivation factors using Blackboard Mobile, indicating relevance for mobile learning design.
This study investigates Saudi EFL learners’ perceptions of using the Blackboard Mobile application for learning, with a focus on motivational factors. Grounded in Self-Determination Theory (SDT), the Technology Acceptance Model (TAM), the Mobile Application Motivation Instrument (MAMI), and the Instructional Materials Motivation Survey (IMMS), the research explores how perceived competence, interest, and motivation influence learners’ behavioral intention to use Blackboard Mobile. A mixed-methods approach was employed, incorporating survey data from 314 preparatory-year students and follow-up semi-structured interviews with 11 participants at King Abdulaziz University. For the purpose of this paper, only the quantitative data is mentioned. Thematic analysis revealed that ease of use, engaging features, and both intrinsic and extrinsic motivators significantly shaped learners’ intentions and satisfaction. The findings highlight the importance of designing mobile learning tools that are user-friendly, interactive, and culturally relevant to enhance sustained engagement among EFL learners in higher education.
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Aloufi et al. (2025) studied this question.
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