Recently, the emergence of the COVID-19 has caused a high acceleration towards the use of mobile learning applications in learning and education. Investigation of the adoption of mobile learning still needs more research. Therefore, this study seeks to understand the influencing factors of mobile learning adoption in higher education by employing the Information System Success Model (ISS). The proposed model is evaluated through an SEM approach. Subsequently, the findings show that the proposed research model of this study could explain 63.9% of the variance in the actual use of mobile learning systems, which offers important insight for understanding the impact of educational, environmental, and quality factors on mobile learning system actual use. The findings also indicate that institutional policy, change management, and top management support have positive effects on the actual use of mobile learning systems, mediated by quality factors. Furthermore, the results indicate that factors of functionality, design quality, and usability have positive effects on the actual use of mobile learning systems, mediated by student satisfaction. The findings of this study provide practical suggestions, for designers, developers, and decision makers in universities, on how to enhance the use of mobile learning applications and thus derive greater benefits from mobile learning systems.

Despite the fact that several studies have been conducted to study the adoption of smart-government services, little consideration has been paid to exploring the main factors that influence the adoption of smart-government services at the three main stages of smart-government services (the static, interaction, and transaction stages). Based on the results of this study, each of these three stages has different requirements in terms of system compatibility, security, information quality, awareness, perceived functional benefit, self-efficacy, perceived image, perceived uncertainty, availability of resources, and perceived trust. In addition, the results demonstrate that the requirements and perceptions of users towards the adoption and use of smart-government services in the three stages significantly differ. This study makes a unique contribution to the existing research by examining the perceptions and needs of consumers, in terms of adoption throughout the three stages.

The coronavirus disease (COVID-19) prevented millions of students around the world from receiving their lessons, because of the closure of thousands of schools. The new COVID-19 global epidemic invaded the barriers of time and space. Using mobile phones in education is a new form of the distance learning system. M-learning is characterized by many characteristics, the most important of which are providing an interactive educational environment, flexibility in space and time, better adaptation to individual needs, acquisition of knowledge, interactive effectiveness, and developing self-learning skills for students. The main aim of this paper is to suggest a quality model for M-learning applications for children which contains the most common characteristics of M-learning, which must be taken into account when designing M-learning applications. Through previous studies related to the quality model for M-learning applications, we proposed two quality characteristics, technical and pedagogical. We proposed 8 subcharacteristics with their features following the structure of the IOS/IEC 912 and DeLone and McLean IS model to find the effect of technical and pedagogical factors on user satisfaction with M-learning applications for children. Results show that the proposed model can be useful and effective to ensure the development of high-quality M-learning applications.

In recent years, the telecommunications sector is no longer limited to traditional communications, but has become the backbone for the use of data, content and digital applications by individuals, governments and companies to ensure the continuation of economic and social activity in light of social distancing and total closure in most countries in the world. Therefore, electronic government (e-Government) and mobile government (m-Government) are the results of technological evolution and innovation. Hence, it is important to investigate the factors that influence the intention to use m-Government services among Jordan’s society. This paper proposed a new m-Government acceptance model in Jordan (AMGS); this model combines the Information System (IS) Success Factor Model and Hofstede Cultural Dimensions Theory. The study was conducted by surveying different groups of the Jordanian community. A structured questionnaire was used to collect data from 203 respondents. Multiple regression analysis has been conducted to analyze the data. The results indicate that the significant predictors of citizen intention to use m-Government services in Jordan are Information Quality, Service Quality, Uncertainty Avoidance, and Indulgence vs. restraint. While, the results also suggest that Power Distance is not a significant predictor of citizen intention to use m-Government services.

This study aimed to evaluate the effectiveness of Moodle LMS as an alternative delivery mode for education, particularly in the higher education system of Jordan, which has not been evaluated before. The research is based on Moore’s transactional distance learning theory, which considers interactions among students, instructors, and course material, as well as personal characteristics of students. The study included 50 participants who have taken courses on Moodle LMS at the University of Jordan. Both interviews and research surveys were conducted to gather in-depth perceptions and analysis of the participants’ experiences with Moodle LMS. The findings suggest that Moodle LMS was an effective alternative study tool during the COVID-19 pandemic and the user-friendly course design enhanced the user experience of using Moodle LMS. Participants also provided suggestions to optimize the system for better integration in the University of Jordan. Fixing Moodle LMS based on the recommendations of the study participants will significantly improve the learning experience of students. This study contributes to the advancement of the state of the art by evaluating the effectiveness of Moodle LMS in the higher education system of Jordan and providing recommendations for improvement.