Learning technology acceptance and continuance intention among business students: The mediating effects of confirmation, flow, and engagement

Abstract

The emergence of mobile applications has opened the door to a new kind of information and communication technology tool and educational support which is vital for students’ positive learning behaviours. The aims of this study were to examine the effects of three mediators (confirmation, flow, and student engagement) on students’ learning technology acceptance and information systems continuance intention, and to explore the functions of these variables in the mediating process between learning technology acceptance and continuance intention. Using PROCESS macro program where the bootstrap confidence interval was adopted, a parallel multiple mediation model and a serial multiple mediation model were tested. Two of the three proposed hypotheses were supported. Business students’ confirmation and flow, elicited by the m-learning app, were two mediating factors with high ratios (0.6655, 95% CI = 0.2635 to 0.6085) of the overall indirect effect to the total effect, which related to students’ decisions in continuous usages of the technology. We concluded that the continuous use of the m-learning app was driven not only by students’ flexible thinking skills in accepting new learning technology, but also by a set of cognitive attributes reflecting users’ positive experiences with the system. Implications for practice or policy: Business students who have positive mindsets for accepting new technology will try their best to overcome challenges of learning unfamiliar technologies. Business students’ confirmation and flow experience elicited by the m-learning app aids in understanding of their intention to continue using the system. Instructors must develop partnerships with instructional designers to enhance student confirmation, flow and engagement for better acceptance and continued use of mobile learning technologies.

Students Digital Maturity and Its Implications for Sustainable Behavior

“…This can be explained by the fact that the single dimensional construct we adopted to measure students' engagement did not capture the complexities of engagement in the online learning context precisely enough. Engagement is a dynamic, multi-faceted, and context-dependent construct, and its effects need more investigation in the future [106].…”

Exploring the direct and indirect effects of EFL learners’ online motivational self-system on their online language learning acceptance: the new roles of current L2 self and digital self-authenticity

“…As declared by Hair et al (2021) moderating variables will render more generalizability of the research findings. The two antecedents of attitudes in the TAM model, however, were neglected in some studies, (i.e., Şahin et al, 2022;Tseng et al, 2022) leading to a misperception that their mediating role in shaping users' intentions towards the target system. Our study will identify them as mediators between learners' online L2 selfidentities and attitudes toward online language learning.…”

The effect of conceptions of learning and prior online course experiences on students’ choice of learning spaces for synchronous online learning during COVID-19

“…Apart from the above-mentioned student characteristics that might affect their choices of course modalities, previous studies have also indicated a potential correlation between students' perceptions of their prior online experience and their choices. (e.g., T. Braun, 2008;Harris & Martin, 2012;Kleisus et al, 1997;Kowalski et al, 2014;Nguyen & Zhang, 2011;Ruffalo, 2016;Thomerson & Smith, 1996;Tseng et al, 2022). Students who have more prior OL experience and felt more satisfied were more likely to choose online courses or courses with online components again (e.g., Artino, 2010;T.…”