Combining technology readiness and acceptance model for investigating the acceptance of m-learning in higher education in India

Purpose The study aims to validate a mobile learning readiness scale through the technology readiness and acceptance model (TRAM), thereby assessing students' readiness to adopt m-learning in teaching and learning, including its acceptance. Design/methodology/approach A structured questionnaire was administered to open and distance learning (ODL) students in Odisha, India, to assess their readiness and acceptance of m-learning. 665 valid responses were collected, and collected data was analysed using statistical packages for social sciences (SPSS) and SmartPLS. Findings The findings of the study reveal that optimism contributes positively to perceived ease of use (PEOU) and perceived usefulness (PU) of m-learning ( β = 7.921, p < 0.001; β = 2.123, p < 0.05), whereas innovativeness positively contributes to PEOU of m-learning ( β = 2.227, p < 0.05), but not PU of m-learning. ODL student's optimism improves his/her PEOU and PU of m-learning, but innovativeness improves only his/her PEOU. Further, the impact of innovativeness is higher than that of optimism in the TRAM and innovativeness is the strong predictor to adopt m-learning. It also shows that the PU of m-learning positively influences behavioural intention to use m-learning ( β = 4.757, p < 0.001). Integrating technology readiness (TR) with technology acceptance model (TAM) to predict students' acceptance of m-learning is very useful. Practical implications The paper will help decision-makers to adopt and use m-learning in higher educational institutions. Originality/value This paper is the first to explore the readiness and acceptance of m-learning in higher education in India.