Table 1.

Bhuasiri et al’s research framework [16] for successful technology-supported learning (e-learning) implementation, with our additions for the tablet-based e-platform (marked with [add] in the table). The research framework has 3 major themes (individual dimension, environmental dimension, and system dimension) that unfold into subdimensions.

Dimensions			Term definitions
1. Individual dimension
	1.1 Learner’s characteristics
		Attitude toward tablet-based e-platforma	“Learners’ impression of participating in [m-learningb or mHealthc] activities through [tablet] usage” [16]
		Focus on interaction	“The degree of contact and educational exchange among learners and between learners and instructors” [16] from the student’s perspective
	1.2 Instructor’s characteristics (medical lecturers)
		Attitude toward tablet-based e-platform	Instructor’s “impression of participating in [m-learning/mHealth] activities through [tablet] usage” [16]
		Interaction fairness	“The extent to which the learner feels having been treated fairly regarding his or her interaction with the instructor throughout the [m-learning/mHealth] process” [16]
		Focus on interaction	“The degree of contact and educational exchange [...] between learners and instructors” [16] from the instructor’s perspective
	1.3 Extrinsic motivation
		Perceived usefulness	“The degree to which a person believes that using [an m-learning/mHealth] system would enhance his or her learning performance” [16]
		Technological flexibility	The degree of flexibility that the technology is providing to users in a given setting [add]
		Expandability	The degree to which the provided m-learning and mHealth system and technology can be expanded according to user needs [add]
		Saving resources	The degree to which the provided m-learning and mHealth system and technology are saving users’ resources as measured by monetary spending, time, and additional characteristics [add]
		Punishment/restriction	The degree to which the provided m-learning and mHealth system and technology is restricting or punishing the user
2. Environmental dimension
	2.1 Interaction opportunities		“Learner’s perceived interactions with others” [16] through m-learning and mHealth
3. System dimension
	3.1 Infrastructure and system quality
		Ease of use	“Refers to the degree to which the prospective user expects the use of [m-learning/mHealth] to be free of effort” [16]
		System functionality	“The perceived ability of [m-learning/mHealth] to provide flexible access to instructional and assessment media” [16]
		Technological adequacy	Refers to the degree to which the user expects the provided device to fit the setting and area of use [add]
		Technological quality	The quality of the provided device as measured by battery runtime, hardware reliability, operating system quality, and other characteristics [add]
		Internet quality	“The quality of the internet that can be measured by transmission rate, error rates, and other characteristics” [16]
	3.2 Course and information quality
		Reliability	“Concerned with the degree of accuracy, dependability, and consistency of the information” [16]
		Relevant content	“The degree of congruence between what the learner wants or requires and what is provided by the information, course content, and services” [16]
	3.3 Institution and service quality
		Sustainability of the e-platform	The degree to which m-learning and mHealth is implemented sustainably within the educational infrastructure [add]
		Tablet and e-platform training	“The amount of specialized instruction and practice that is afforded to the learner to increase the learner’s proficiency in utilizing [m-learning/mHealth] [...].” [16]
		Service quality	The quality of the service provided for m-learning and mHealth and the provided device

^ae-platform: e-learning platform with an electronic health component.

^bm-learning: mobile learning (with tablets and other mobile devices).

^cmHealth: mobile health.