Exhibit 18 provides a detailed breakdown of our consumer sample by country. A company’s size was assessed on the basis of the number of its employees in 2014. A company’s revenue growth and job growth were both based on self-reported data over the past three years. These SMEs do not use any mobile operations or marketing and sales tools.

Future research into empirical analysis for M-Learning adoption should build on the latest theories. New theoretical lenses could be used to describe hitherto unexplored areas, such as how the participation of many stakeholders can offer feedback on essential areas of M-Learning adoption. Although the technology acceptance theory is a critical model in technology acceptance, and many studies are being used in M-Learning also. It is relatively old and does not cover specific aspects and internal/external motivation factors.

—Third Generation mobile technology

The effect of text messaging on 9- and 10-year-old children’s reading, spelling and phonological processing skills. International Journal for the Scholarship of Technology Enhanced Learning, 1, 111–118. We are pleased to onboard Mobile-Technologies as a certified Solutions Partner, deploying Mobile-Technologies’ solutions for Digital Identity Management in Huawei Cloud.

• Mobile devices empower students to be active seekers of information, fostering independent learning and critical thinking skills.
• In China, WeChat is the most popular social software for senior citizens.
• The rapid advancement of technology has opened the door to extensive research and development, revealing how new technologies can be used to promote sustainability in agriculture.
• Innovative teachers can be linked to the highest level of technology integration whereas teachers use tablet devices to transform learning, which opens teaching and learning practices which were previously inconceivable.

Independent samples t-test was used for determining whether there was a significant difference between the students’ post-test test scores obtained from the mathematics motivation scale. Table4 presents the test results regarding whether the MMS scores of students differ significantly according to the group variable, and Fig.8 presents the pre-test and post-test results together. Skewness, kurtosis, z-skewness, z-kurtosis, and Kolmogorov-Smirnov test of normality were used for checking whether the parametric test assumptions were met. Various methods were used for examining the normal distribution of the scores obtained from the data.