Adoption of M-learning apps: A sequential mediation analysis and the moderating role of personal innovativeness in information technology

Chen, Jiyun

doi:10.1016/j.chbr.2022.100237

Cited by 18 publications

(11 citation statements)

References 110 publications

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“…However, more importantly it is necessary to check consistency of such findings in the context of m-learning as well as e-learning. According to Chen (2022), interfaces and interaction plays critical roles in adoption as well as CI of mobile learning and therefore tallies with findings of current studies. Such findings are also supported in previous literature in the context of distance learning through mobile apps (Ünal and Güngör, 2021).…”

Section: Discussionsupporting

confidence: 81%

What drives mobile MOOC's continuous intention? A theory of perceived value perspective

Dastane

Haba

2023

IJILT

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PurposeThe purpose of the study is to identify drivers of mobile massive open online course (MOOC) continuous intention (CI) through the lenses of customer perceived value (CPV) theory. Consumer choice is successfully explained by CPV, but lesser attention is given to linking the theory to the mobile MOOC context whereby the majority of theories have adopted approaches like technology acceptance model (TAM), unified theory of acceptance and use of technology (UTAUT), etc.Design/methodology/approachA mix-method approach was employed. Study A (qualitative), explores context-specific perceived value (PV) dimensions using nethnographic analysis of 627 learner reviews on Corsera app. Study B (quantitative), collects primary data by administering a questionnaire based on dimensions, and 231 responses were then analysed using structural equation modelling.FindingsThe results revealed that three context-specific PVs (i.e. pedagogy, interface and content) have a positive and significant impact on CI. Pedagogy value is a chief driving force of mobile MOOC CI followed by content value. Ubiquity value demonstrated insignificant impact.Practical implicationsThe findings provide insights for MOOC apps and their developers for formulating better value propositions for ensuring sustainable business which may result in gaining a higher share in the growing mobile learning market.Originality/valueThis study bridges an important gap in mobile MOOC literature by providing a novel approach to investigating what drives mobile MOOC CI through the lenses of CPV theory. It is the first study investigating mobile MOOC CI through the specific CPV dimensions identified by employing a mixed-method approach. The study formulates a conceptual framework that may serve as a foundation for future research on mobile MOOCs for which literature is relatively scant.

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Section: Discussionsupporting

confidence: 81%

What drives mobile MOOC's continuous intention? A theory of perceived value perspective

Dastane

Haba

2023

IJILT

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“…PIIT, as a personal trait, reflects an individual’s willingness to try out technologies (Agarwal and Prasad, 1998 ). Chen ( 2022 ) points out that individuals with high PIIT often seek out novel experiences based on cutting-edge IT products such as the metaverse. Several studies have confirmed the significant effect of PIIT on PU, PEU, and BI (Fagan et al, 2012 ; Yi et al, 2006 ).…”

Section: Theoretical Foundationmentioning

confidence: 99%

“Extending the Technology Acceptance Model (TAM) to Predict University Students’ Intentions to Use Metaverse-Based Learning Platforms”

Al-Adwan

et al. 2023

Educ Inf Technol

115

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Metaverse, which combines a number of information technologies, is the Internet of the future. A media for immersive learning, metaverse could set future educational trends and lead to significant reform in education. Although the metaverse has the potential to improve the effectiveness of online learning experiences, metaverse-based educational implementations are still in their infancy. Additionally, what factors impact higher education students’ adoption of the educational metaverse remains unclear. Consequently, the aim of this study is to explore the main factors that affect higher education students’ behavioral intentions to adopt metaverse technology for education. This study has proposed an extended Technology Acceptance Model (TAM) to achieve this aim. The novelty of this study resides in its conceptual model, which incorporates both technological, personal, and inhibiting/enabling factors. The empirical data were collected via online questionnaires from 574 students in both private and public universities in Jordan. Based on the PLS-SEM analysis, the study identifies perceived usefulness, personal innovativeness in IT, and perceived enjoyment as key enablers of students’ behavioral intentions to adopt the metaverse. Additionally, perceived cyber risk is found as the main inhibitor of students’ metaverse adoption intentions. Surprisingly, the effect of perceived ease of use on metaverse adoption intentions is found to be insignificant. Furthermore, it is found that self-efficacy, personal innovativeness, and perceived cyber risk are the main determinants of perceived usefulness and perceived ease of use. While the findings of this study contribute to the extension of the TAM model, the practical value of these findings is significant since they will help educational authorities understand each factor’s role and enable them to plan their future strategies.

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“…People make decisions and act under their internal states (Mehrabian & Russell, 1974). Due to its use in the examination of online user behaviour (Cao et al, 2019;Luqman et al, 2017;Zhang & Xu, 2016), the S-O-R model is ideal for analysing customer behaviour on online platforms, especially in the context of online commerce (Argyle & Dean, 1965). The mentioned framework, which is widely utilised in information science and management, has been employed in numerous studies.…”

Section: Stimulus Organism Response (S-o-r)mentioning

confidence: 99%

TikTok Live Shopping Purchase Intention: A Conceptual Paper

Hanifa,

Mas’od

2024

IJARBSS

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TikTok has emerged as a transformative force in the rapidly evolving digital landscape, reshaping marketing strategies and consumer behaviour. In order to examine the intricate interactions between perceived information quality, social presence, trust, satisfaction, and customer buy intentions inside TikTok Live purchasing, this study adopts the Stimulus-Organism-Response (S-O-R) model. Beginning with an overview of the evolving e-commerce scenario, the paper underscores the significance of TikTok's interactive features and their impact on consumer engagement. Employing a conclusive research design with a descriptive approach, the study aims to unravel the nuanced of consumer perceptions in this dynamic context. The data collection involves surveys administered through digital platforms, allowing for comprehensive insights. The collected data will undergo analysis using Structural Equation Model, encompassing descriptive summaries and inferential statistics. By examining the relationships between the identified variables, the study contributes valuable insights into the domains of social commerce and digital marketing. Ultimately, this research sheds light on the intricate mechanisms that shape consumer intentions on TikTok Live, offering a deeper understanding of the factors that drive purchasing behaviours in the modern digital landscape.

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Adoption of M-learning apps: A sequential mediation analysis and the moderating role of personal innovativeness in information technology

Cited by 18 publications

References 110 publications

What drives mobile MOOC's continuous intention? A theory of perceived value perspective

What drives mobile MOOC's continuous intention? A theory of perceived value perspective

“Extending the Technology Acceptance Model (TAM) to Predict University Students’ Intentions to Use Metaverse-Based Learning Platforms”

TikTok Live Shopping Purchase Intention: A Conceptual Paper

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