Abstract
Purpose Although several different learning technologies have been integrated into the face-to-face (F2F) learning approach, the effective implementation of mobile learning (m-learning) is still at an early stage. This may be due to the lack of understanding factors that affect learners' acceptance of m-learning. Design/methodology/approach Considering the unified theory of acceptance and use of technology (UTAUT) as a theoretical background, this research investigates m-learning adoption in Saudi Arabia. The research framework extends the UTAUT by including intrinsic motivation, mobile learning self-efficacy and perceived satisfaction. A total of 200 higher education students voluntarily participated in the research. The application of the partial least square technique indicated that the proposed model can predict m-learning adoption adequately in Saudi Arabia (R-2 = 0.73.8). Findings The research outcomes are significant for educational institutions and teachers to implement m-learning effectively. Many recommendations can be suggested to help enhance learners' willingness to adopt m-learning technology: Teachers need to design their courses in an interactive way and provide several different activities to ensure that learners obtain real benefits in their learning outcomes. When learners have positive perceptions about the use of this technology in the learning process, such perceptions should be supported by providing beneficial courses. Originality/value This research examines the effectiveness of the extended UTAUT to predict m-learning adoption in Saudi Arabia higher education. This could provide a significant contribution to the existing evidence about the validity of the model in different learning cultures and contexts.