During the last decade, the number of mobile lines in the world has been increased significantly. In fact, according to the last report of International Telecommunications Unit (ITU, 2015) there were more than 7.000 million users in the world with a mobile line by end 2015. In Europe, ITU estimates the mobile users penetration around 125% and the Internet rate will reach 75% by end 2014. These figures show the importance that these new technologies have in the Society. This trend has affected different sectors as Education, Medicine, and Communication. The way people interact among them and the way they have to communicate each other have evolved completely, incorporating the mobile gadgets and the mobile technologies as part of them. Due to this reasons, there have been some researches about the inquiries and the use of mobile technologies in education and learning (Briz-Ponce, Juanes-Mendez,
& García-Penalvo, 2014a; ~ Huang, Lin, & Chuang, 2007; Tsinakos & Ally, 2013). This publications report the importance of these resources in the learning process, claiming that many Universities are implementing mobile learning to provide flexibility or even to prepare students and teachers for the developing digital area. The United Nations Educational, Scientific and Cultural Organization (UNESCO) have recommended Governments to adopt technological infrastructure to ensure equal access to mobile connectivity in order to allow students accessing to an important and increasing range of learning possibilities. This Organization has affirmed that m-learning has a great potential in the quality of learning and enhancing the good student’s results (UNESCO, 2009). The drivers that could influence in students’ behaviour to use mobile technologies for learning, have been considered an engaging factor to assay in many researches (Arteaga, Duarte, & García, 2013; Briz-Ponce & García-Penalvo, 2015; Chen, 2011; ~ Hong, Thong, & Tam, 2006; Lee & Lehto, 2013; S
anchez & Hueros, 2010; Sezer, 2016; Thakre & Thakre, 2015). For example Thakre and Thakre (2015) explain what are the main uses of smartphones by students, reporting that communication, learning and entertainment are the most popular ones. Briz-Ponce and García-Penalvo (2015) ~ makes a description of a TAM model applied to medical students making a confirmatory factorial analysis in order to explain the relationship between the dimensions included in the study. Lee and Lehto (2013) makes a research based on a TAM model as well reporting the determinants that may influence in the behavioural intention to use new technologies. Sanchez and Hueros (2010)
make an analysis of virtual teaching platforms for distance learning and the use of TAM whereas Sezer (2016) reveals that the factors of gender and the academic success affects significantly towards students’ attitudes towards elearning. The authors Hong et al. (2006) make a comparison between three models in order to understand the usage behaviour of mobile Internet. Arteaga et al. (2013) investigate the factors that determine the acceptance of WEbCt learning system among students and the findings published by Chen (2011) show that educational compatibility and expectancy are important determinants of e-learning acceptance.