Understanding Continuance Usage of Mobile Learning Applications: The Moderating Role of Habit

Wang, Yiting; Lin, Kuan‐Yu

doi:10.3389/fpsyg.2021.736051

Cited by 18 publications

(36 citation statements)

References 35 publications

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“…However, it is revealed that the additional variables selected should be applied depending on the nature of the technological product used, research situation or time frame, population background, and culture. Lastly, due to the revelation of mediating effect in this study, it also offers a comprehensive understanding of the mechanism that enriches the m-learning application usage apart from complementing prior studies, such as Y. T. Wang and Lin (2021), Ünal and Güngör (2021) and Chang (2022), that simply focus on the direct links of variables without highlighting the role of satisfaction as mediator.…”

Section: Contributionsmentioning

confidence: 91%

Investigating Factors That Affect the Continuance Use Intention Among the Higher Education Institutions’ Learners Towards a Gamified M-Learning Application

et al. 2023

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Aim/Purpose: The main purpose of this study is to identify the factors affecting the continuance use intention of gamified m-learning applications by Higher Education Institution (HEI) learners in Malaysia. Background: Mobile learning (m-learning) has been a popular choice among learners in HEIs due to its convenient ‘on-the-go’ concept. On the other hand, embedding gamification elements in m-learning applications help in increasing the users’ interest in continuous use. Therefore, many HEIs have invested in producing their own m-learning products apart from utilizing existing m-learning applications that are widely available online. One of the challenges faced by HEIs is the low technology usage rates towards the ‘in-house’ developed applications, which affect the receptiveness of education stakeholders in investing or maintaining educational applications. Meanwhile, the lack of continuous usage had given a negative impact on their academic-related tasks and performance. Hence, it is important to understand the significant factors that influence learners’ intentions in continuance usage of a gamified m-learning application. This will serve as an insight to the HEIs management regarding the needs and design that better suits their users’ expectations. Methodology: This study employed a correlational cross-sectional research design using an online survey. The participants of the final survey involved first-year students from one of the Malaysian public universities. For the final analysis, 269 responses were analysed using the partial least square-structural equation modelling (PLS-SEM) technique, which is a powerful multivariate analysis mechanism. The Expected Confirmation Model (ECM), which is a post-acceptance model, was extended with the pre-acceptance model named Extended Unified Theory of Acceptance and Use of Technology (UTAUT2), to form the research proposed model that describes the continuance intention in using a gamification-based m-learning application. Contribution: This research contributes to the body of knowledge and helps better understand users’ continuance intention in the post-acceptance phase of the gamified m-learning application. It exposes information at the individual level, regarding the continuance intention of using an m-learning tool that is equipped with gamification elements. This will mostly benefit the educational resource developers in the HEIs in producing effective ‘in-house’ learning tools. Findings: This research develops a theoretical enhancement of the Expectation Confirmation Model (ECM) that affects the HEIs’ m-learning resource developers and management, dealing with IT-related behaviour. Moreover, a solid continuance usage intention conceptual model, which incorporated two important models, was also introduced. Out of all ten hypotheses, only two were not supported that are related to factors facilitating conditions and social influence. Those two factors negatively influence the HEI learners’ continuance use intention. Meanwhile, the core factors for satisfaction, which are perceived usefulness and confirmation, were found to be significant. Lastly, satisfaction was proven to mediate the positive path between perceived usefulness and the continuance intention of using the gamified m-learning application. Recommendations for Practitioners: This study offers insights into strategies that the HEIs’ management should perform in securing continuance usage of the ‘in-house’ developed m-learning products. One of the strategies could be organising technology workshops that will prepare their educators in implementing the institutions’ gamified teaching and learning tools. Another highlighted issue is regarding the need for faculties to design an effective approach to entice educators and learners towards applying new learning technologies. Recommendation for Researchers: This study contributes to the micro-level analysis of the continuance use intention of gamification-based m-learning applications by fostering the understanding of the phenomenon at the individual level. It is recommended that other researchers extend the research model by incorporating other theories, as this study was only based on two models (i.e., ECM and UTAUT2). Additionally, a longitudinal study could be another approach that enables researchers to collect much richer data that includes a wide array of background characteristics or control variables. Another suggestion would be applying related factors that may contribute to the discovery of effective gamified m-learning application designs. Impact on Society: The findings of the study show the importance of confirmation made by the applications’ users towards usefulness and usage satisfaction. Confirmation and perceived usefulness also have an increasingly similar impact on users’ satisfaction with the application and their subsequent continuance use intention. It is also revealed that easy-to-use products are commonly expected nowadays, as users might be reluctant to spend much time on them. On the other hand, for a specific gamification-based product, it is also expected by the users for it to be capable of giving an ‘enjoyable’ experience, hence motivating continuance usage. As a result, an effective gamified m-learning application or product will be able to be used by Malaysian HEI learners if the developers and stakeholders develop and evaluate the usage of their products with the consideration of the information provided by this research. Future Research: Future studies could include respondents from other diploma programmes, resulting in an in-depth analysis. It is needed to support the generalizability of the findings in this study by considering larger populations from all different programmes. In addition, similar research can be done based on different circumstances; for instance, use of the gamified m-learning application during the in-campus physical classes instead of virtual classes (online), which might influence the users’ perception in terms of the social influence and facilitating condition.

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Section: Contributionsmentioning

confidence: 91%

Investigating Factors That Affect the Continuance Use Intention Among the Higher Education Institutions’ Learners Towards a Gamified M-Learning Application

et al. 2023

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“…We modified the ECM and SDT as our proposed conceptual model. ECM has also been used in several studies related to the use of applications for learning contexts, such as the research of Luo, Lin, Yang (2021), Ünal dan Güngör (2021), and Wang and Lin (2021). ECM is used in this study to analyze the factors that influence MALL www.ejel.org 301 ISSN 1479-4403 continuance intention while SDT is used to determine the factors that influence motivation and satisfaction with MALL.…”

Section: Research Hypothesismentioning

confidence: 99%

“…Perceived usefulness is defined in this study as the degree of user confidence that MALL can improve their learning performance. Wang and Lin (2021) found that confirmation from users can affect the level of perceived usefulness of users. Their study found that users who realize the achievement of expectations using the application feel that the application will be helpful for the user.…”

Section: Figure 1: Proposed Conceptual Modelmentioning

confidence: 99%

“…In fact, according to Statista (2022) and Business of Apps ( 2022), the use of MALL has had high growth in the last few years. Further, there has been no research involving selfdetermination theory as an influencing factor of users' satisfaction along with their motivation (Wang et al, 2022;Lai et al, 2021;Wang & Lin, 2022), and self-regulation factors from individuals as external factors (Wang et al et al, 2021;Wang & Lin, 2022). Thus, this study will analyse the factors that influence the continuance use of MALL.…”

Section: Introductionmentioning

confidence: 96%

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The Antecedents of Mobile-Assisted Language Learning Applications Continuance Intention

Faozi,

Handayani

2023

EJEL

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The purpose of the research is to analyze the factors that influence the continuance intention to use Mobile-Assisted Language Learning (MALL) applications in the context of language courses in Indonesia. The study aims to understand the key factors that contribute to users' intention to continue using MALL applications, particularly in the context of the COVID-19 pandemic and the shift towards online and remote language learning. The research used the expectation-confirmation model and self-determination theory. Moreover, the research utilized a mixed-methods approach to achieve its objectives. A quantitative approach was employed, involving a survey with 445 respondents who had experience using MALL applications. The survey data was then analyzed using covariance-based structural equation modeling. Additionally, qualitative research was conducted through interviews with 17 respondents to gain a deeper understanding of rejected hypotheses and gather qualitative insights. The most important results of the research include identifying the factors that influence the continuance intention to use MALL applications. The study found that users' perceived usefulness of the application, their satisfaction with its usage, and their self-regulation ability significantly influence their intention to continue using MALL. These findings highlight the importance of these factors in shaping users' decision to persist with MALL applications for language learning. By understanding the factors that influence users' intention to continue using MALL, educational institutions and application providers can improve their offerings and tailor them to meet the needs and expectations of learners. This research advances the e-learning area by shedding light on the factors that influence the continuance intention to use MALL applications. By uncovering the importance of perceived usefulness, satisfaction, and self-regulation ability, the study contributes to the understanding of user behavior and decision-making in the context of e-learning. The findings can inform the design and implementation of MALL applications, leading to more engaging and effective language learning experiences in online and remote settings. This research contributes to the advancement of e-learning practices by providing evidence-based insights into the factors that drive user intention and adoption of technology in language learning.

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“…Emotion-related factors are also stressed, such as affection (Dalvi-Esfahani et al, 2020 ; Zhang et al, 2022 ), enjoyment (Ashrafi et al, 2021 ; Huang, 2020 ), and interest (Lu et al, 2019 ). Other internal factors involving flow (Wang & Lin, 2021 ), habit (Dai et al, 2020a ), and hope (Ding, 2019 ) are also underlined. This study mainly investigates the effects of three internal factors—cognitive factors (perceived competition and perceived risk) and curiosity—on continuance intention through emotions in the context of MOOC learning.…”

Section: Introductionmentioning

confidence: 99%

Continuance Intention to use MOOCs: The Effects of Psychological Stimuli and Emotions

Shanshan

Wenfei

2022

Asia-Pacific Edu Res

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This study investigates the impact of psychological stimuli on students’ continuance intention to use massive open online courses (MOOCs), through the mediation effects of emotions under a stimulus-organism-response framework. Perceived competition, perceived risk, and curiosity are the psychological stimuli. Four emotions (happiness, interest, sadness, and anxiety), enjoyment, and stress are considered as the organism. Continuance intention to use MOOCs for learning is the response. To test the hypotheses empirically, 574 valid responses were collected from individuals who claimed that they had learning experience on the Chinese University MOOC. This is a well-known, official online learning platform supported by the Chinese Education Ministry and has the largest number of active MOOC users in China. The study employs partial least squares structural equation modeling to validate the research model. The results show that perceived competition has both positive and negative effects, perceived risk has no significant effect, curiosity only has a beneficial effect, and the four emotions play important mediation roles. This research unveils the internal effect mechanisms of psychological factors and emotions on continuance intention in the context of online learning.

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Understanding Continuance Usage of Mobile Learning Applications: The Moderating Role of Habit

Cited by 18 publications

References 35 publications

Investigating Factors That Affect the Continuance Use Intention Among the Higher Education Institutions’ Learners Towards a Gamified M-Learning Application

Investigating Factors That Affect the Continuance Use Intention Among the Higher Education Institutions’ Learners Towards a Gamified M-Learning Application

The Antecedents of Mobile-Assisted Language Learning Applications Continuance Intention

Continuance Intention to use MOOCs: The Effects of Psychological Stimuli and Emotions

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