Browsing by Author "Mubuke, Faisal"

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    Examining the Effect of Facilitating Conditions as an imperative input in enhancing the intention to use Mobile Learning systems in Universities
    (Global Journal of Computers & Technology, 2017) Mubuke, Faisal; Kutosi Masaba, Ayub; Ogenmungu, Cosmas; Mayoka Kituyi, Geoffrey
    This study centered on facilitating conditions as an imperative key in determining intention to use Mobile Learning systems in Universities. The study used a cross sectional survey with a sample size of 370 students from the universities. The correction results revealed a strong significant positive relationship between facilitating conditions and the intention to use m-learning systems, this signifies that facilitating conditions are key imperatives in determining intention to use mobile learning systems in universities. As universities look out for the better ways to increase the use of mobile learning systems, more attention should be given to facilitating conditions in their bid to ensure that student’s intention to use mobile learning systems is highly enhanced.
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    A Model to Enhance Students Intention to Adopt and use Mobile Learning in Ugandan Universities
    (Global Journal of Management and Business Research, 2016) Mubuke, Faisal; Mayoka Kituyi, Geoffrey; Ogenmungu, Cosmas
    M-learning systems have become the order of the day for universities in countries like Uganda to conduct studies to their students. The main attention towards M-learning is the increase in the number of mobile devices such as mobile phones, PDAs, Smart Phones, laptops, and iPads as well as enhancements in the technological capabilities of these devices. The purpose of this study was to develop a model to enhance students’ intention to adopt and use mobile learning. A number of factors have hindered the adoption and use of M-learning. Various solutions have been put forward but they have not adequately addressed the issue of adoption and use of M-learning in Ugandan Universities. In developing countries, M-learning adoption and use is also constrained by lack of information about its requirements. The need therefore remains, to determine requirements and customize existing M-learning adoption models to suit the needs of universities in developing countries.
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    Self-Management of learning as a key predictor of Students Intention to Use M-Learning in Ugandan Universities.
    (International Journal of Innovative and Applied Research, 2017) Mubuke, Faisal; Kutosi, Ayub Masaba; Kituyi Mayoka, Geoffrey; Ogenmungu, Cosmas; Kimono, Lydia
    Self-Management of learning plays a fundamental role in higher learning by improving student’s intention to use M-learning systems for academic purposes. The purpose of this study was to examine the influence of Self-Management of learning on the intention to use M-learning systems in Ugandan universities. A cross sectional survey methodology was employed to collect data from 370 students selected from two different universities in Ugandan universities on the variables of study. Results of correlation and regression analysis indicated that a positive and significant relationship exists between Self-Management of learning and intention to use M-learning systems. These findings have theoretical implications for intention to use M-learning systems by aligning Self-Management of Learning as a Significant Predictor of intention to use M-learning systems. The findings also have practical interventions designed at enhancing student’s intention to use of M-learning systems which implies that universities should ensure that students are able to control their learning activities. The more the learner controls their own activities, the more successful learning will occur.
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    Testing the Predictive Power of Its Dimensions in Explaining the Intention to use Mobile Learning Systems in Universities-Empirical Evidence from Ugandan Universities
    (Journal of Educational Technology Systems, 2018) Mubuke, Faisal; Mayoka Kituyi, Geoffrey; Masaba, Kutosi Ayub
    Among information systems, mobile learning systems are acknowledged for the exponential growth in recent years into education sector specifically in the higher education learning institutions. Mobile learning systems are viewed as a kind of information system, which universities use to better serve their students efficiently and effectively in order to provide sustainable value for education. While past studies from numerous scholars positioned their focus on development of mobile learning frameworks to enhance the usage of mobile learning systems. Comparatively, little research has been conducted to explore the predictive, positional, and potential influence of social influence and its dimensions on student's intention to continuously use mobile learning systems in universities of developing countries like Uganda. This study used a cross sectional survey methodology to gather data from a sample size of N=375 students from both public and private universities. The results of correlation and regression analysis revealed significant positive relationship between social influence and the intention to use M-learning systems in Ugandan universities, implying that social influence is a significant determinant of student's intentions to use M-learning systems in Uganda. Additionally, social influence significantly impacts student's intention to use mobile learning systems. Social influence as presented in this study, explain 34.90% variation in enhancing student's intention to use mobile learning systems in Ugandan universities. Therefore, universities should pay meticulous attention to social influence as one of the major determinants and predictors needed to enhance student's intention to use M-learning systems.