Factors Influencing Undergraduates' Perceived Learning and Continuance Intention Towards Using M-Learning
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Purpose: This research examined the factors that influence undergraduates' perceived learning and continuance intention using M-Learning in a private university in Chengdu, China. The conceptual framework incorporated self-efficacy (SE), engagement (EN), perceived ease of use (PEOU), perceived usefulness (PU), satisfaction (SA), perceived learning (PL), and continuance intention (CI). Research design, data, and methodology: Quantitative methods were used to distribute questionnaires to 500 target respondents online, and 476 valid questionnaires were finally recovered. Purposive sampling and quota sampling were used in the sampling procedures. Before the data gathering, the content validity and reliability of questionnaire was tested by Item-Objective Congruence and pilot test (n=30). After the data collection, the Confirmatory Factor Analysis (CFA) and Structural Equation Model (SEM) was employed to validate the goodness-of-fit of model and confirm hypotheses. Results: The results showed that all variables have significant effects in their pairings, with EN having the greatest impact on PL.Therefore, all hypotheses were supported in this study. Conclusions: For M-Learning designer, they should focus on platform optimization to improve students’ SA and CI about M-Learning. For academic practitioners, they should focus on creating M-Learning atmosphere, creating high-quality online courses, increasing students’ EN and improving students’ PL.
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