Mobile learning perception scale: A short version for the Italian context

Mobile-Learning techniques represent new horizons within the educational field that enhances more learner-centered pedagogical approach in front of the more typical educator-centered. Knowing teachers’ perception and attitudes toward the use of M-Learning could facilitate a more successful implementation in the learning environment. The aim of this study is to propose a first validation of a short version of the Mobile-Learning Perception Scale (MLPS) for an Italian Context. To accomplish this, the items of the instrument were first back translated from English into Italian. A survey among Italian primary, middle, and high school teachers (n = 985) was constructed in order to explore the psychometric properties of the Italian short version (13 items). Results of the EFA revealed, in accordance with our expectations, a three-dimensional structure underlying the 13 items. Specifically, the first factor extracted explained 44.04% of variance (Flexibility/Convenience). The second (Communication) and the third factor (Classroom Strategies/Techniques) explained 10.86% and 8.16% of the variance, respectively. All Cronbach’s alphas were satisfactory (α >.70). In addition, MLPS subscales were found to be significantly associated with a scale of school orientation to student empowerment and a scale of teacher frequency use of mobile device within school, providing evidence for both predictive and convergent validity. Overall, these results suggested the validity and the applicability of the instrument in an Italian educational context.