Development and Validation of a Mobile Learning Scale: A Psychometric Study with University Students at the Faculty of Modern Information and Communication Sciences and Technologies, University of Ouargla, Algeria

Abstract

Background:
Mobile learning (m-learning) has emerged as a transformative educational approach; however, validated measurement instruments for assessing m-learning engagement among university students in Arabic contexts remain limited.

Objective:
This study aimed to develop and validate a comprehensive Mobile Learning Scale (MLS) for university students and examine its factorial structure and psychometric properties within an Algerian educational context.

Methods:
An exploratory-descriptive design was employed with 200 undergraduate students (105 males, 95 females) from the Faculty of Modern Information and Communication Sciences and Technologies, University of Ouargla, Algeria. The scale was developed through expert consultation and pilot testing. Exploratory factor analysis, internal consistency analysis, and split-half reliability testing were conducted using SPSS 26.

Results:
Factor analysis revealed a three-dimensional structure—Behavioral (α = 0.82), Cognitive (α = 0.78), and Affective (α = 0.80). The overall scale demonstrated excellent reliability (α = 0.85, KMO = 0.687, Bartlett’s test p < 0.001).

Conclusion:
The MLS is a valid and reliable instrument for measuring mobile learning engagement among university students, offering a solid foundation for future research and enhancement of educational practices.