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Exploring gender differences in acceptance of mobile computing devices among college students

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Abstract

Understanding how genders differ in their acceptance patterns is a critical factor for successful market segmentation. Using a modified technology acceptance model with 343 participants, this paper examines how gender differences influence the acceptance of mobile computing devices among Asian college students. By means of a structural equation model based on the partial least squares technique, this study develops two different and intriguing models that influence the acceptance of mobile devices in higher education. Male college students favor status and values orientations, so their acceptance of mobile devices in study was significantly influenced by the perceived usefulness and social benefits. Female college students on the other hand, prefer social and utilitarian orientations; therefore, their acceptance of mobile devices was influenced by all five selected factors. The results of this survey should be interpreted as speculative and should not be relied upon as an accurate depiction of behaviour in the surveyed communities.

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Acknowledgements

This research was funded by the Research Center of Information Technology & Economic and Social Development (15JDXX02YB) and Zhejiang Province Natural Science Foundation (LY15G020021).

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Authors and Affiliations

  1. School of Management, Hangzhou Dianzi University, Hangzhou, No. 1st, 2nd Ave. Xiasha Education Zone, Hangzhou, Zhejiang, 310018, People’s Republic of China

    Dawei Liu & Xiaohong Guo

  2. Alibaba Group, Hangzhou, People’s Republic of China

    Dawei Liu

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Correspondence to Dawei Liu.

Appendix: Measurement scales and items

Appendix: Measurement scales and items

Perceived usefulness (PU), adapted from (Davis 1989; Henderson and Divett 2003)

  • PU1: Mobile computing devices will increase my study efficiency.

  • PU2: Mobile computing devices give me access to information that I cannot get elsewhere.

  • PU3: Mobile computing devices provide me with information that would lead me to produce better study.

Perceived ease to use (PEU), adapted from (Davis 1989; Henderson and Divett 2003)

  • PEU1: Most mobile computing devices will be easy to use.

  • PEU2: Education software can be easily downloaded and used on mobile devices.

  • PEU3: How many hours per week do you use mobile computing devices in study?

Social benefit (SB), developed by authors.

  • SB1: I like exchanging and looking for help from friends online.

  • SB2: Sharing study experiences with friends makes me happy.

  • SB3: I like consulting friends online when I have problems about campus life.

Trust (TR), adapted from Liu et al. (2013)

  • TR1: Studying with mobile computing devices is trustworthy.

  • TR2: Online education websites keeps theirs promises.

  • TR3: My Internet security is guaranteed by software providers and website supporters.

Perceived financial cost (PFC), adapted from Luarn and Lin (2005)

  • PFC1: It is costly in money and time to use mobile computing devices in study.

  • PFC2: It is costly to purchase mobile computing devices in study.

  • PFC3: There are more financial barriers (e.g., Internet access fees and software costs) use mobile computing devices in study.

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Liu, D., Guo, X. Exploring gender differences in acceptance of mobile computing devices among college students. Inf Syst E-Bus Manage 15, 197–223 (2017). https://doi.org/10.1007/s10257-016-0315-x

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  • DOI: https://doi.org/10.1007/s10257-016-0315-x

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