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Retaining learners and facilitating their continuance are critical for the mobile learning providers and educators. Drawing on stimulus‐organism‐response framework and self‐determination theory, this study examines factors that affect college students' mobile learning continuance by considering the self‐determination needs and learning involvement. A research model was developed and empirically tested against data collected from 309 college students who are the mobile learning users of an online education platform in China. The results of structural equation modeling analysis showed that perceived learning support, self‐management of learning and peer influence significantly influence affective learning involvement, which in turn positively affect mobile learning continuance intention. In addition, perceived learning support and peer influence also significantly influence cognitive learning involvement, which further determine mobile learning continuance intention. Theoretical and practical implications of these findings are also discussed.

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