  Reasons for contradictory findings regarding the gender moderate effect on
computer self-efficacy in the adoption of e-learning/mobile learning are
limited. Recognizing the multilevel nature of the computer self-efficacy (CSE),
this study attempts to explore gender differences in the adoption of mobile
learning, by extending the Technology Acceptance Model (TAM) with general and
specific CSE. Data collected from 137 university students were tested against
the research model using the structural equation modeling approach. The results
suggest that there are significant gender differences in perceptions of general
CSE, perceived ease of use and behavioral intention to use but no significant
differences in specific CSE, perceived usefulness. Additionally, the findings
reveal that specific CSE is more salient than general CSE in influencing
perceived ease of use while general CSE seems to be the salient factor on
perceived usefulness for both female and male combined. Moreover, general CSE
was salient to determine the behavioral intention to use indirectly for female
despite lower perception of general CSE than male's, and specific CSE exhibited
stronger indirect effect on behavioral intention to use than general CSE for
female despite similar perception of specific CSE as males'. These findings
provide important implications for mobile learning adoption and usage.
