Assessing Self-directed Learning in a Mobile Technology Context: An Intrinsic Motivation Approach

Recent literature in the use of mobile technology in higher education indicates that mobile technology is essential in order to provide an environment that supports self-directed learning. Researchers and academics have long championed the need to cultivate independence in students’ learning at tertiary institutions. The goal for conducting this study is to investigate the significance of intrinsic motivation (perceived enjoyment) and its role in the adoption of mobile technology to aid self-directed learning. Consequently, this study further investigated the influence of extrinsic motivators (effort expectancy, perceived expectancy) towards perceived enjoyment. Results obtained supported the relationships between effort expectancy-perceived enjoyment, performance expectancy-perceived enjoyment, and perceived enjoyment-behavioural intention to adopt mobile technology for aiding self-directed learning. This study was able to provide further insights on the central role of intrinsic motivators in efforts to cultivate self-directed learning. Crucially, it also deepened the understanding of the relationship between extrinsic motivators and intrinsic motivators that should be further examined in future research.