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Mobile Information Systems
Volume 2016 (2016), Article ID 6982824, 10 pages
Research Article

Modeling Learners’ Readiness to Adopt Mobile Learning: A Perspective from a GCC Higher Education Institution

1Department of Computer Science, College of Computers and Information Technology, Taif University, Taif 21974, Saudi Arabia
2Department of Computer Engineering, College of Computer & Information Sciences, King Saud University, Riyadh 11451, Saudi Arabia

Received 21 December 2015; Accepted 29 March 2016

Academic Editor: Miltiadis D. Lytras

Copyright © 2016 Mohammad Shorfuzzaman and Musaed Alhussein. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


Mobile learning (M-learning) has gained significant popularity in recent past due to the explosion of portable devices and the availability of the Internet. The use of this specific technology in learning and training has enriched the success stories of next generation mobile information systems. While M-learning is being widely used in developed countries such as the USA, South Korea, Japan, UK, Singapore, Taiwan, and European Union, most of the Gulf Cooperation Council (GCC) countries are lagging behind and facing diversified challenges in adopting M-learning. Thus, investigating learners’ readiness to adopt M-learning in higher education institution in the context of GCC is the focus of this paper. To this end, we introduce a hypothesized model to investigate learners’ readiness to adopt M-learning. The empirical study is conducted by analyzing data collected from participants from a GCC university using a survey questionnaire with the help of statistical tools. The results of the study will be valuable for policy-makers in designing comprehensive M-learning systems in the context of GCC. The implication of the study results on the next generation mobile information system is also discussed with future research directions.