Abstract
This study assesses the use of an m-learning system by faculty members in Saudi Arabia using a new approach and methodology that have been used in Gulf region. Optimum use of educational technology requires consideration of requirements, obstacles and opportunities expected from user interaction with such systems and tools. While the use of m-learning in Saudi Arabia is relatively new, different research studies have investigated the use of m-learning in Saudi Arabia using different models. Most of the presented models investigated the acceptance and use from student perspectives, with little consideration of adoption by faculty members, their use of m-learning systems and their concerns (i.e. facilitators and barriers) as users. Some of the used models managed to provide significant results in relation to m-learning use, while others were found to lack a systematic and appropriate methodology. Concern Based Adoption Model (CBAM), which has widely used in the United State of America (USA), Canada and (more recently) the Middle East (particularly Jordan), was used in this study to investigate m-learning adoption as an educational technology in Saudi Arabia. This framework provides tools to evaluate the use of educational technology within educational settings. This framework has not previously been used in Saudi Arabian educational research literature, and it is believed that the output will be valuable for enhancing the level of concern, adoption and use of m-learning in the future.