This study focuses on identifying factors influencing intention to use m-learning (learning through mobile devices) in a higher education environment. Using Structural Equation Modeling, supported by the literature on Technology Acceptance Model (TAM) (Davis et al., 1989), a framework has been proposed, and a cross-sectional survey comprising 402 students from a Brazilian university was used to measure several constructs related to technology acceptance (m-learning). Results indicate, through structural equations modeling analysis, that while significant effects were found for ease of use, compatibility and self-efficacy. Lastly, we conclude that perceptions of short-term usefulness exert the greatest effects on students' intention to use m-learning.
