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Mobile learning using Facebook is increasingly used by faculty in universities to improve student engagement. This study examines the determinants influencing students' acceptance of Facebook for mobile learning. Seven determinants were identified in past literature, including: performance expectancy, effort expectancy, device usability, hedonic motivation, habit, social presence and interactive learning. A research model was developed in order to explain students' behavioral intention to use Facebook private study groups for mobile learning. The model was empirically tested using the survey data collected from students (N=123) of a marketing course taught using mobile learning in a classroom setting. It was followed by focus group interviews for triangulation and further exploration based on student feedback and comments. Research findings confirmed that all seven determinants had significant positive associations with the behavioral intention to use Facebook private study groups for mobile learning. Hedonic motivation had the most significant positive association with the students' behavioral intention. In addition, it was found that social norms played an important role in influencing student use behavior. The findings of this research provide insights into (1) the theory and practice in the successful implementation of mobile learning using Facebook, (2) blended pedagogical strategies in confronting the continuous technology innovation and changing learning preferences of a new generation of students and (3) management strategies in mobile learning.

The problem of the elotron capture by fast charged particles passing through a gas is examined mathematically. The applications of theoretical techniques to simple capture processes are discussed, with emphasis on the scattering of protons by helium for which experimental results are more readily available.