The integrated social cognitive theory with the TAM model: The impact of M-learning in King Saud University art education.

Technology in higher education now includes a substantial amount of mobile learning (M-learning). M-learning also enables students to use the internet and technology for research, teamwork, and idea sharing. Additionally, in order to use M-learning systems, both students and teachers must accept M-learning. However, not enough research has been done in Saudi Arabia to determine how satisfied students are with their real use of mobile learning for educational purposes. As a result, the current study intends to investigate students' behavioral intentions to utilize mobile learning, their happiness with the technology, as well as their impressions of how they actually use mobile learning systems. Therefore, this study aimed to develop a new model by integrating social cognition theory and the technology acceptance model to better understand the elements that influence the adoption of mobile learning in higher education (TAM). The majority of the information was gathered through a survey, with 412 university students' randomly assigned questionnaires. The data analysis tools utilized were SPSS and Smart-PLS3.3.3. The studies proposed research model could, according to the study's findings, account for 52.5% of the variation in how mobile learning systems were actually used. This information is crucial for understanding how social and educational technology factors affect the actual use of mobile learning systems. With only two hypotheses being rejected, this study created a new model that supported 16 of them. The findings indicated a beneficial relationship between 10 social and educational technology elements. The findings also indicated a favorable impact on students' behavioral intentions to use and student happiness, which favorably impacts the actual use of M-learning in higher education. In order to improve students' academic performance