The most current highly infectious disease, which has become a global health challenge permeating entire sectors of society, is COVID-19. In the education sector, the transmission of COVID-19 has been curbed through the closure of institutions and the facilitation of online learning. The main objective of this study was to propose an integrated model of the unified theory of acceptance and use of technology combined with the DeLone and McLean model, to examine the influence of quality features, namely, performance expectancy (PE), effort expectancy (EE), facilitating conditions (FC), and social influence (SI), on the intentions and satisfaction of users toward mobile learning (m-learning) use in the context of Saudi learning institutions. The study obtained m-learning user data using an online questionnaire, after which the data were exposed to partial least squares structural equation modeling to test the proposed research model. The findings supported the influence of PE, EE, and FC on intention toward m-learning use but did not support the significant influence of SI. Moreover, system, intention, and user satisfaction were found to positively and significantly influence m-learning-system usage, with system, information, and service quality being top drivers of such user intention and satisfaction. The results reflect the required information concerning the strategies of higher institutions to enhance m-learning-system acceptance among students, with general implications for learning acceptance and usage.

The development of mobile learning apps might fail due to poor selection of the suitable technical requirements for mobile devices. This will affect the quality of mobile learning applications and, thus, will increase the development cost of mobile learning apps. Due to the above issues, we need to determine the most appropriate technical quality requirements for the development of mobile learning apps that meet user requirements. To achieve that, we propose a comprehensive framework to capture the most suitable technical quality requirements for mobile learning apps. A Delphi method was used to collect, evaluate, and analyze the data for this study. As a result of our Delphi study, we have identified nineteen technical quality requirements, divided into six quality dimensions, for the development of mobile learning applications. The proposed framework is expected to be a guideline for mobile apps designers and developers to successfully develop mobile learning apps.

The adoption of big data analytics (BDA) is increasing pace both in practice and in theory, owing to the prospects and its potential advantages. Numerous researchers believe that BDA could provide significant advantages, despite constant battles with the constraints that limit its implementation. Here, we suggest an incorporated model to investigate the drivers and impacts of BDA adoption in the Jordanian hotel industry based on the technology–organisation–environment framework and the resource-based view theory. The suggested model incorporates both the adoption and performance components of BDA into a single model. For data collection, in this study, we used an online questionnaire survey. The research model was verified based on responses from 119 Jordanian hotels. This study yielded two significant findings. First, we discovered that relative advantage, organizational readiness, top management support, and government regulations have a major impact on BDA adoption. The study results also reveal a strong and favourable association between BDA adoption and firm performance. Finally, information sharing was found to have a moderating effect on the association between BDA adoption and firm performance. The data revealed how businesses might increase their BDA adoption for improved firm performance. The present study adds to the limited but growing body of literature investigating the drivers and consequences of technology acceptance. The findings of this study can serve as a resource for scholars and practitioners interested in big data adoption in emerging nations.

Due to the COVID-19 pandemic, most universities around the world started to employ distance-learning tools. To cope with these emergency conditions, some universities in Jordan have developed “mobile learning platforms” as a new tool for distance teaching and learning for students. This experience in Jordan is still new and needs to be evaluated in order to identify its advantages and challenges. Therefore, this study aims to investigate students’ perceptions about mobile learning platforms as well as to identify the crucial factors that influence students’ use of mobile learning platforms. An online quantitative survey technique using Twitter was employed to collect the data. A two-staged ANN-SEM modelling technique was adopted to analyze the causal relationships among constructs in the research model. The results of the study indicate that content quality and service quality significantly influenced perceived usefulness of mobile learning platforms. In addition, perceived ease of use and perceived usefulness significantly influenced behavioral intention to use mobile learning platforms. The study findings provide useful suggestions for decision makers, service providers, developers, and designers in the ministry of education as to how to assess and enhance mobile learning platform quality and understanding of multidimensional factors for effectively using mobile learning platforms.