This paper aims to study the factors of undergraduate students' WeChat using, and adopts the structure of close-ended and the Likert-scale five-point measure questionnaire. We choose 200 undergraduate students as the respondents, randomly from different majors and grades. The result indicates: 1) almost all of the respondents use WeChat every day, and 18.8% of them use WeChat more than 2 hours per day. 2) The influence of friends is a major factor in using WeChat among undergraduate students. The item "Most of my friends use WeChat and encourage me to use" and "WeChat helps me to keep in touch with friends" recorded the highest and second highest mean score (4.03; 3.97). 3) WeChat is a good way to release stress and relaxation for undergraduate students. It brings them more laughter and joy. 4) Family has no significant influence on WeChat using, and only 10% of the respondents agree with the item "I often chat with strangers in WeChat".

This research focuses on the usage satisfaction of mobile learning among undergraduate students, and adopts the structure of close-ended and the Likert-Scale five-point measure questionnaire. There are 300 respondents from Southwest University. The questionnaires are randomly delivered to students from different majors and grades. The result indicates: 1) most of the undergraduate students are satisfied with mobile learning (76%) and will use mobile learning in future learning (84%). 2) More than half of the respondents have benefited from mobile learning, especially in quickly solving problems encountered in learning and making better use of learning time. 3) Undergraduate students are satisfied with the text content and image content in mobile learning, but the video content gets few agreements (11.4%). 4) The item "I am satisfied with the mobile learning resources provided by my university" gets the lowest mean score (M = 2.15), so teachers and universities should pay more energy and effort to promote the quality of mobile learning resources.

This paper imports Computer Self-Efficacy, Teacher's Support and Convenience to Use into Technology Acceptance Model (TAM), studies the factors of college students' use intention of Internet Learning Resources in Chongqing China. The primary research method is quantitative. There are 300 respondents have been selected among college students in Chongqing based on stratified sampling. The result based SPSS and AMOS indicates that students' use intention doesn't follow the TAM exactly. The influence of Perceived Ease of Use is not notability, while Perceived Usefulness and Teacher's Support have direct influence on Use Intention, and Computer Self-Efficacy has indirect influence on Use Intention.

There are many factors affecting the mobile learning of undergraduate students. This paper adopts the structure of close-ended and the Likert-Scale five-point measure questionnaire. We choose 300 undergraduate students as the respondents, and they all come from 4 universities in Chongqing. The result indicates: 1) Infrastructure construction of the mobile network in universities is very good, more than 70% of schools open the WIFI to all of the students; 2) The self-efficacy of mobile learning of undergraduate students is very high, more than 96% of the respondents use Mobile Phone to link to internet, and most of them think that they have the ability to use mobile devices and mobile learning; 3) Encouragements from teachers, classmates and friends are unsatisfactory, only 25.4% of the respondents agree with the item "The teacher has been encouraged me to use mobile learning" (10.3% strongly agree, 15.1% agree, M = 2.84); 4) The fee of using mobile devices should be decreased to meet students' learning, only 19.5% of respondents agree with the item "The charge of using mobile devices is cheap for me" (4.4% strongly agree, 15.1% agree, M = 2.70).

Based on Technology Acceptance Model (TAM), this research imports the degree of Computer Self-Efficacy, Resource Appropriateness, Superior Support and Convenience to Use into TAM, constructs Structural Equation Model to study the factors of teachers' use intention of multimedia instruction resources among rural primary schools in Chongqing China. Structural Equation Modeling reveals that teachers' resource using doesn't follow the TAM exactly. On one hand, the influence of Perceived Ease of Use is not notability, on the other hand, the Superior Support, Perceived Usefulness and Resource Appropriateness are very significant. Especially, the degree of Superior Support is the most important.