Purpose

This study aims to provide new insights into the relationship between individual characteristics, particularly personality traits and mature students' intention to use (ITU) mobile learning (m-learning).

Design/methodology/approach

The research model was constructed by integrating the Big Five personality traits into the unified theory of acceptance and use of technology (UTAUT) model. The data were collected from mature students at a university research center in Macau. Partial least squares structural equation modeling (PLS-SEM) was used to analyze the data and test the proposed hypotheses.

Findings

The results reveal that personality traits play a significant role in determining mature students' ITU m-learning technology. In particular, social influence (SI) mediates the relationship between agreeableness (AGB) and ITU.

Originality/value

This study examines how personality traits collectively influence mature students' receptiveness and intentions toward m-learning. As mature learners' motivations and preferences remain underexplored, insights into trait-technology links could address current gaps and optimize mobile educational support tailored to their distinct characteristics and needs.

中文翻译：

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了解成熟学生在高等教育中使用移动学习的意图：整合人格特质和 UTAUT

目的

本研究旨在为个体特征（尤其是人格特征）与成熟学生使用（ITU）移动学习（移动学习）的意愿之间的关系提供新的见解。

设计/方法论/途径

该研究模型是将大五人格特质融入技术接受与使用统一理论（UTAUT）模型中构建的。这些数据是从澳门一所大学研究中心的成熟学生那里收集的。使用偏最小二乘结构方程模型（PLS-SEM）来分析数据并测试所提出的假设。

发现

结果表明，性格特征在决定成熟学生的国际电联移动学习技术方面发挥着重要作用。特别是，社会影响力 (SI) 调节宜人性 (AGB) 与 ITU 之间的关系。

原创性/价值

本研究探讨了人格特质如何共同影响成熟学生的移动学习接受度和意图。由于成熟学习者的动机和偏好仍未得到充分探索，对特质与技术联系的深入了解可以解决当前的差距，并根据其独特的特征和需求优化移动教育支持。