An Examination of Factors Impacting Attitude, and Intention to Use Mobile Learning Among Female College Students In Guizhou, China
DOI:
https://doi.org/10.14456/shserj.2024.71Keywords:
Perceived Enjoyment, Cognitive Need, Social Influence, Intention to Use, Mobile LearningAbstract
Purpose: The objective of this study is to examine the determinants affecting the attitudes and intentions of female college students in Guizhou, China, regarding the adoption of mobile learning. The conceptual framework proposes a causal relationship among perceived usefulness, perceived ease of use, compatibility, perceived enjoyment, attitude, cognitive need, social influence and intention to use. Research design, data, and methodology: The researcher utilized the quantitative method (n=500), distributing questionnaires to female college students who adopt mobile learning at the Guizhou Institute of Technology. The sampling techniques include judgmental and stratified random sampling in selecting students who adopt three mobile learning platforms. The Structural Equation Model (SEM) and Confirmatory Factor Analysis (CFA) were adopted for the data analysis, including model fit, reliability, and validity of the constructs. Results: The results demonstrate that perceived usefulness and ease of use significantly impact attitude, while compatibility significantly impacts perceived enjoyment, compatibility, perceived enjoyment, attitude, cognitive need, and social influence have a significant impact on intention to use, respectively. Conclusions: Educators should provide exemplary courses and models to foster a positive attitude toward technology among students. Furthermore, the study found that cognitive needs and social influence also significantly impact the intention to use mobile learning.
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