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

Table 1

Survey questionnaire.

Constructs	Items used
Performance expectancy	PE_1: M-learning would help me comprehend the course content better.; PE_2: M-learning will enhance my teamwork with my classmates on group work.; PE_3: I think M-learning will facilitate my career development.
Effort expectancy	EE_1: I would say using M-learning is simple.; EE_2: I am eager to make use of an M-learning application if I get some help on how to use it.; EE_3: Revising my course materials will be easier with M-learning.
Social influence	SI_1: My friends will motivate me to use mobile learning.; SI_2: Individuals whom I regard as important would support me to use M-learning.
Intention to use M-learning	IUM_1: I plan to make use of M-learning technologies for my studies.; IUM_2: I believe I possess adequate skills to use M-learning applications.; IUM_3: I prefer to use mobile learning over other learning scheme.
Learners’ creativity	LC_1: I am enthusiastic to complete my tests and assignments using mobile learning applications.; LC_2: I am eager to use new mobile applications.; LC_3: I would take pleasure in using my portable devices for mobile learning application.; LC_4: I am willing to use mobile applications to obtain course materials and work together with my classmates.
Learners’ mobility	LM_1: I can continue studying my courses anywhere and anytime.; LM_2: M-learning will make me use my time economically for learning.