Uses and gratifications of educational apps: A study during COVID-19 pandemic

Abstract

Although educational apps have emerged as an easily available and accessible alternative to classroom learning, particularly at the time of pandemics like COVID-19, no research has attempted to identify learners intentions behind the usage of different educational apps. The current study developed a valid and reliable research instrument to measure the motivations behind using educational apps. Using the mixed method approach commonly used in uses and gratification (U&G) research, i.e., open-ended essays & national survey (N=552), this study identified seven gratifications behind learners intention to use educational apps: academic assistance, convenience, entertainment, social influence, novelty, engagement and activity. The result suggests that academic assistance, convenience and social influence were the significant predictors of the intention to use educational apps. The current research also identified the moderating effect of gender in selecting educational apps. One of the most significant contributions of the present study is that it extended the uses and gratification theory applications beyond the traditional media to explain the intention to use educational apps.

Why this app? How parents choose good educational apps from app stores

“…In contrast with preceding theories that viewed audiences as passive, U&G theory is an audience‐oriented approach (Blumler, 1979; Katz et al., 1973; Rossi, 2002; Rubin, 2009) that views the audience (ie, users) as an active group of people who are consciously selecting their desired media and content to fulfil and satisfy their personal needs and expectations (Katz et al., 1973; Rossi, 2002; Rubin, 2009). Therefore, U&G theory can be considered as an appropriate approach for exploring the needs and expectations of parents and their decision making while selecting educational apps for their children (Menon, 2022).…”

“…Identifying gender differences is relatively easy, but proper explanation of gender differences requires a mixed‐methods approach that allows sense to be made of the findings (eg, interviews, focus groups, self‐reports, questionnaires, Heidari et al., 2016). In a recent study, Menon (2022) used a mixed‐methods approach to examine the role gender played in moderating learners' gratifications (eg, academic assistance, social influence, and convenience) when using educational apps. Their quantitative data revealed that the intention to use educational apps differs among male and female students while their qualitative data provided meaning to these differences.…”

“…As reported by Apple in 2018, there were 200,000 educational and reference apps available in the App Store (Cnet, 2018), with over 80% of top selling educational apps targeted at children (Shuler et al., 2012). Research indicates that using educational apps is a common practice across many countries and geographic regions (eg, Hungary, Turkey, Greece, the Netherlands, Papadakis et al, 2020; Sari et al, 2015; Germany, US, Costa Rica, and Spain, Montiel et al., 2020; Portugal, Dias & Brito, 2021; India, Menon, 2022; Canada and China, Alam et al., 2020). As of June 2021, educational apps were the third‐most popular category in the Apple App Store with a share of 8.67% of all active apps (Statista, 2021a).…”

Do an Organization’s Digital Transformation and Employees’ Digital Competence Catalyze the Use of Telepresence?

“…Digital competence is the ability of an individual to respond to the digital environment technically, ethically, and cognitively. Previous studies focused on the motivational satisfaction that individuals feel regarding metaverse technology and its contents [27,35], but this study focused on metaverse utilization motives according to the level of individual digital competence. As a result, this study has academic implications in terms of confirming that the level of digital competence possessed by metaverse users can affect an individual's digital experience.…”

Understanding Saudi Millennials News Consumption in a Digital World

“…Researchers have used the uses and gratifications theory to comprehend different phenomena, including the motives for using social networking sites (Pai & Arnot, 2013), smartphones (Park et al, 2013), tablets (Magsamen-Conrad et al, 2015), and educational apps during COVID-19 pandemic (Menon, 2022). However, most researchers have utilized the uses and gratifications theory when studying the news consumption phenomenon (Lee & Chyi, 2014).…”