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Use of mobile technology is widespread, particularly among the younger generation. There is a huge potential for utilizing such technology in lecture classes with large numbers of students, serving as an interaction tool between the students and lecturers. The challenge is to identify significant adoption factors to ensure effective adoption of mobile technology to promote interactivity between students and lecturers. This paper aims to examine factors supporting the use of mobile wireless technology during lectures to promote interactivity between students and lecturers in Malaysia's higher education institutions. A survey involving higher education students enrolled in on-campus academic courses in Malaysia was conducted with a sample size of 302. Factor analysis results identified five factors: independent variables System Usefulness (SU), User System Perception (USP), User Uncertainty Avoidance (UUA), System and Information Quality (SIQ), and dependent variable Mobile Wireless Technology Adoption for Interactive Lectures (MWT-AIL). All independent variables are positively associated to MWT-AIL, with UUA and SIQ having higher levels of significance compared to SU and USP. Respondents were selected from higher learning institutions from urban areas in Malaysia. Therefore results obtained are not representative of the entire higher education landscape in Malaysia, and future studies are warranted to include higher learning institutions located in rural areas. It is hoped that findings from this study will serve as a catalyst for future studies to be conducted, particularly among higher education researchers seeking ways to utilize technology effectively to enhance the learning experiences of students.

The current study sets out to identify determinants affecting tertiary students' behavioural intentions to use mobile technology in lectures. The study emphasises that the reason for using mobile technology in classrooms with large numbers of students is to facilitate interactions among students and lecturers. The proposed conceptual framework has four main antecedents of behavioural intention: system perception, intrinsic motivation, system and information quality, and uncertainty avoidance. Sample data was collected from 396 tertiary students in Malaysia. Results from structural equation modelling on the sample indicated that behavioural intention was significantly influenced by system and information quality, followed by intrinsic motivation, and uncertainty avoidance. System perception was not significantly predictive of behavioural intention. The proposed framework explained 54% of the variance in behavioural intention of mobile technology use in lecture classes. The study findings are indicative of the importance of system development efforts to ensure overall quality system design. The findings further suggest that mobile technology may serve as a tool to facilitate interaction among students and lecturers in large lecture classes.

The aim of this paper is to identify adoption factors of mobile wireless technology to increase interactivity between lecturers and students during lectures. A theoretical framework to ascertain lecturers' intentions to use mobile wireless technology during lectures (dependent variable) is proposed with seven independent variables. The independent variables were ease of use and usefulness from Technology Acceptance Model; trust from Wireless Internet via Mobile Devices model and Mobile Services Acceptance Model; self-efficacy from Social Cognitive Theory; enjoyment from Motivational Model; social influence from Unified Theory of Acceptance and Use of Technology; and uncertainty avoidance from Geert Hofstede's cultural dimensions (Hofstede et al. in "Cultures and organizations: software of the mind," 3rd edn. McGraw-Hill, New York, 2010). Four lecture observations were conducted and interaction barriers identified. Interviews with 22 selected lecturers were conducted to elicit perceptions of mobile wireless technology use during lectures and validate the framework's variables. Interview results from thematic analysis strongly validated mobile wireless technology's usefulness as a supporting, collaboration and real-time interaction tool, especially among introvert students. Ease of use, self-efficacy and enjoyment are supported through familiarity with mobile wireless technology. Majority of the respondents are apprehensive that mobile wireless technology might cause disruptions during lectures, with concerns of redundancy, dependency and misuses amongst students (attributes of uncertainty avoidance). None of the respondents are currently using mobile wireless technology for interaction during lectures, thus lending credence to social influence. Very few respondents agree that use of mobile wireless technology can reduce students' boredom and make lectures more enjoyable, and few perceive intermittent wireless connection will affect user trust. Knowledge of significant mobile wireless technology adoption factors and concerns may be important and applicable to tertiary education in Malaysia.