ArticleJournal of education and health promotion2020
Design and psychometric properties of willingness to mobile learning scale for medical sciences students: A mixed-methods study.
Article in Journal of education and health promotion, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed, 9 citations in OpenAlex.
- 3D intelligent printing technology-assisted training improves core competencies of clinical medicine interns: bridging undergraduate further education and community health service needs.Frontiers in public health · 2026Trial
- The predictive role of tendency toward mobile learning and emotional intelligence in Internet addiction in healthcare professional students.Journal of advances in medical education & professionalism · 2022Article
- Development and validation of a scale to measure attitude of people toward men in nursing profession.Journal of education and health promotion · 2021Article
- The relationship between the willingness to mobile learning and educational achievements in health-care professional students.Journal of education and health promotion · 2021Article
Corrections and comments
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Authors and funding
3 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
BACKGROUND AND
aimGiven the absence of a scale specially designed to measure willingness to mobile learning (m-learning) in medical sciences students, the present study was conducted to design and evaluate the psychometric properties of "willingness to m-learning" scale for medical sciences students. METHODOLOGY: The study was carried out as a mixed-method study in two phases at Saveh University of Medical Sciences in 2019. Phase one was a qualitative study to elaborate on the students' perception of m-learning. Then, the statements were extracted, and statement pool was completed through reviewing the text. In the second phase, the psychometric properties including face, content, and construct validities (using explorative factor analysis), internal consistency (Cronbach's alpha), and test-retest reliability (intercluster correlation test) were measured. A total of 482 students who were selected randomly participated in the second phase. Data analysis was done with MAXQDA software (VERBI Software 2019, Berlin, Germany) for qualitative data and SPSS 19 software (SPSS Inc., Chicago, IL, USA) for quantitative data.
resultsBased on qualitative content analysis and literature review, 92 statements were extracted. After checking face and content validity, 55 statements remained in the study. Construct validity of the questionnaire based on explorative factor analysis removed 10 more statements and the remaining 45 statements were categorized into nine factors, namely technophilia, perceived attraction, perceived ease, perceived conflict, self-management, attitude, behavioral intention to use, educational use, and efficacy of m-learning. Reliability of the scale was obtained as 0.95 based on Cronbach's alpha and stability was checked using test-retest method (intercluster correlation coefficient; r = 0.92).
conclusionWillingness to m-learning scale had an acceptable reliability and validity in medical sciences students. Therefore, it can be used for medical sciences students for improve learning and education.
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Registered trials
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