Research Article June 2017 © www.ermt.net All Rights Reserved Page | 258 International Journal of Emerging Research in Management &Technology ISSN: 2278-9359 (Volume-6, Issue-6) Factors Influencing the Acceptance of M-Learning by Students of Higher Education in Morocco Bouchra Lebzar Laboratory L-QUALIMAT. Cadi Ayyad University, Morocco Rachid Jahidi Laboratory SIAD. Hassan 1er University, Morocco Abstract: he M-learning plays an increasingly important role in the development of teaching methods in higher education. However, the success of M-learning in higher education will depend on the acceptance of users of this technology. The purpose of this article is to study the factors that impact the intentions of college and university students to accept M-learning. Based on the Unified Theory of Acceptance and Use of technology (UTAUT) [18], this research proposes a model to identifying the factors that influence the acceptance of M- learning in the Higher education of Morocco. A structural equation model was used to analyze the data collected from 193 students. The findings of this study indicate that factors such as the "ease of use" and the "quality of service" influence the intent to use M-learning while others like the "expected performance", the " personal Innovativeness" and the "influence of professors” have no impact on the intent of using M-learning. Keywords: M-learning; Acceptance of technology; Intention to use, UTAUT model, students’ behavior. I. INTRODUCTION Nowadays, the Internet has changed how people communicate. The new digitalized world facilitates communication and connects millions of people who build online relationships. These latter are developing at an astonishing rate. Therefore, it seems normal that pedagogical practices are influenced by this change. Furthermore, the rapid spread of mobile devices and wireless networks in colleges and universities makes higher education an appropriate place to integrate student-centered e-learning. In this context, M-learning is a new step into the development of e-learning and distance learning. It is defined as any learning done through mobile wireless devices such as smart phones, tablets and personal computers (PC.) These devices allow users to learn anytime and anywhere [14]. In the era of skilled users of ATAWADAC (Any Time, Any Device, Any Content), learning becomes mobile and uses ubiquitous methods. Thus, this approach seems to be the future of higher education since these devices (tablet, PC, Smartphone) are more popular among students. These mobile devices have become more affordable, efficient and easy to use, and can extend the benefits of e- learning by offering college and university students the opportunity to access course materials and ICTs and learn in a more collaborative approach environment [15]. However, adopting M-learning sometimes raises some pedagogical problems related to the use of mobile devices in the classroom, which may disrupt the learning process. In addition, some college and university professors are reluctant to adopt this technology or have difficulty trying to use it effectively, as this new technology may require considerable efforts to implement [2]. In Morocco 80% of youngsters between 12 and 24 have a smartphone, 76% spend more than 3 hours on internet however only 29% of them use the web for educational purposes. Faced with this fact, we may think that users may not be willing to accept M-learning which lead us to ask the following question: what motivates youngsters to engage in "digital" learning in general and Mobile learning in particular? More precisely, we would like to understand the attitude of students towards M-learning their motivations and constraints in order to identify the key factors to accelerate adoption of this technology. The objective of this article is, then, to study the factors that influence the acceptance by college and university students of M-learning. II. CONCEPTUAL FRAMEWORK To examine the attitude of users, a number of models have been developed to examine the acceptance and intention of individuals to adopt new technologies in the world of information systems. In this context, Davis [5] attempted to determine what makes people accept or reject information technology. The most widely used model in the adoption of technology is the Technology Acceptance Model (T.A.M) [5]. The idea behind TAM is to provide a theoretical framework explaining the impact of external variables (e.g. objective characteristics of the system, training, self-efficacy) on internal beliefs, attitude towards use, behavioral intentions and actual use of the system [9]. T