Main Article Content
There has been an increased global attention on the need to make education more flexible and accessible due to the advent of modern mobile technologies. These modern mobile technologies enable people including those with disabilities to receive education anywhere and anytime. This study therefore investigated the behavioural intentions of Nigerian Students With Disabilities (SWDs) to adopt Mobile Learning (ML). The descriptive survey design was used. Data were collected through a self-structured, validated and reliable (r=.78) questionnaire from a total of 104 purposively selected SWDs. Two research questions and one null hypothesis guided the study. Multiple Regression (MR) and Independent t-test were used for data analysis. Findings revealed that the selected five factors namely computer self-efficacy, perceived usefulness, computing skills, ease of use, and enabling environment jointly contributed 5.3% to the variance in behavioural intentions of SWDs to adopt mobile learning. Also, the relative contributions of each of the explanatory variables in order of importance were computer self-efficacy (Î²=.331), perceived usefulness (Î²=.201), computing skills (Î²=.111), perceived ease of use (Î²=.086), and enabling environment (Î²=.012). Significant difference in behavioural intentions to adopt mobile learning among SWDs was established based on gender (t-cal =. 303; df =102; p<.05). Although, mobile learning is still considered as a new technological innovation worldwide, its usage has grown tremendously. It is therefore recommended among others that ML providers should develop more friendly and easy to use ML systems and devices for the SWDs. The SWDs should develop positive computer self-efficacy beliefs and improve upon their computing skills.