Investigating the roles of perceived playfulness, resistance to change and self-management of learning in mobile English learning outcome Rui-Ting Huang, Syh-Jong Jang, Krisanna Machtmes and David Deggs Rui-Ting Huang is a postdoctoral researcher of Graduate School of Education at Chung Yuan Christian University, Taiwan. Syh-Jong Jang is a professor of Graduate School of Education & Center for Teacher Education, Chung Yuan Christian University, Taiwan. Krisanna Machtmes is an associate professor of School of Human Resource Education andWorkforce Development at Louisiana State University, Baton Rouge. David Deggs is an assistant professor of Workforce Development Education at University of Arkansas, Fayetteville. Address for correspondence: Rui-Ting Huang, Graduate School of Education, ChungYuan Christian University, 200, Chung Pei Rd., Chung Li 32023, Taiwan. Email: rthuang0324@yahoo.com.tw Abstract Although there is a growing interest in mobile learning, there are limited studies that focus on student knowledge acquisition. As applications and usages of mobile technol- ogy have become more and more accepted, it is important and meaningful that research- ers and practitioners of mobile learning understand the potential factors that could influence learning outcomes. Accordingly, the primary purpose of this study was to investigate the roles of mobile technology playfulness, users’ resistance to change and self-management of learning in mobile English learning outcomes (MELOs). A case study approach was utilized in this study mainly because the questions of interests were closely related to the usage of electronic dictionaries and their effects on mobile learning outcomes. The participants of this study were all undergraduate students from 10 undergraduate programs of the center for general education at one university in South- ern Taiwan. A total of n = 167 undergraduate students with experience using an elec- tronic dictionary to learn English participated in this study. The study results indicated that perceived playfulness and self-management of learning had positive influences on MELO and that users’ resistance to change was negatively associated with MELO. Introduction Mobile devices have given people more convenient ways to learn English (Sarica & Cavus, 2009). Regardless of the fact that the acceptance and usage of mobile technology is still constrained by limited screen size, small batteries and storage capacity (Chen, Chang & Wang, 2008; Wang, Wu & Wang, 2009), people’s increasing demand for mobile devices further shows that mobile devices will gradually play a key role in enriching our life as well as helping people acquire knowledge more easily (Liang et al, 2005). In view of this trend, recent attention has been given to learners’ behavioral intention to adopt mobile technology (Wang et al, 2009). However, few mobile learn- ing studies have paid attention to “student knowledge acquisition” (Vogt, Schaffner, Ribar & Chavez, 2010, p. 38). Considering the key role of mobile learning in daily life, it is important that researchers and practitioners pay more attention to learners’ acceptance and usage of mobile technology as well as the effectiveness and efficiency of mobile learning. Accordingly, this study focuses on learners’ mobile learning outcomes and knowledge acquisition. British Journal of Educational Technology (2011) doi:10.1111/j.1467-8535.2011.01239.x © 2011 The Authors. British Journal of Educational Technology © 2011 BERA. Published by Blackwell Publishing, 9600 Garsington Road, Oxford OX4 2DQ, UK and 350 Main Street, Malden, MA 02148, USA.