The Impact of College Students’ Intrinsic and Extrinsic Motivation on Continuance Intention to Use English Mobile Learning Systems

Chang, Chi Cheng; Liang, Chaoyun; Yan, Chi Fang; Tseng, Ju Shih

doi:10.1007/s40299-012-0011-7

Cited by 75 publications

(47 citation statements)

References 38 publications

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“…Besides utilizing perception, other important variables impacting users' continuance intention in existing literatures include satisfaction (Bhattacherjee 2001;Chiu et al 2005;Kettinger et al 2009;Lee 2010;Limayem and Cheung 2008;Lin et al 2011;Lin and Wang 2012;Ng and Kwahk 2010;Shin et al 2011;Venkatesh et al 2011), and perceived value (Kettinger et al 2009;Ng and Kwahk 2010) or perceived usefulness (Bhattacherjee 2001;Chang et al 2013aChang et al , 2013bLee 2010;Limayem and Cheung 2008;Lin et al 2011;Lin and Wang 2012;Shin et al 2011;Terzis et al 2013;Venkatesh et al 2011).…”

Section: Research Model and Hypothesesmentioning

confidence: 99%

Mobile Social Network Sites as innovative pedagogical tools: factors and mechanism affecting students’ continuance intention on use

Wang

2014

J. Comput. Educ.

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Mobile Social Network Site (MSNS) is introduced into teaching and learning as a kind of innovative pedagogical tool, called MSNS-based ubiquitous learning, which allows students to learn at anytime and anywhere. Continuous use is the success of an innovative tool. Nevertheless, several previous studies have indicated factors and mechanism affecting students' continuance intention in the context of MSNS-based ubiquitous learning. In this study, a behavioral model based on "cognitionaffect-conation" framework is proposed to interpret factors' impacts on students' continuance intention, along with the clarification of the mechanism. Both qualitative (focus group interview) and quantitative (survey) methods are employed in this study. Confirmatory factor analysis, hierarchical confirmatory factor analysis, and full model of structural equation modeling are applied to validate the research model and hypotheses. Results reveal that perceived convenient function, teachers' participation, interaction expansion, course content fit, and information richness are reflective constructs to the perceived quality of a MSNS-based pedagogy, which put impacts on students' continuance intention through perceived value and users' satisfaction, perceived value mediates the impact of perceived quality of an MSNS on satisfaction, and satisfaction also mediates the impact of perceived value on continuance intention.

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Section: Research Model and Hypothesesmentioning

confidence: 99%

Mobile Social Network Sites as innovative pedagogical tools: factors and mechanism affecting students’ continuance intention on use

Wang

2014

J. Comput. Educ.

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“…Recent studies have applied a number of models based on expectancy‐value theory and their upgrades such as unified theory of acceptance and use of technology (UTAUT) to examine students’ technology‐assisted learning (Arenas‐Gaitán, Ramírez‐Correa, & Javier Rondán‐Cataluña, ; Chang, Liang, Yan, & Tseng, ; Lai et al ., ). Four different types of technology expectancy are identified by learning technology acceptance studies: effort expectancy, performance expectancy, social influence and facilitating conditions.…”

Section: Introductionmentioning

confidence: 99%

A comparative study of digital informal learning: The effects of digital competence and technology expectancy

He¹,

Li²

2019

Brit J Educational Tech

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The objective of this paper is to investigate the effects of digital competence and technology expectancy and how they interact with cultural differences on digital informal learning (DIL) of university students have different cultural backgrounds. Empirical data collected from a survey conducted both in China and Belgium, the total sample consists of 335 Chinese and 197 Belgians. Partial least square with formative assessment was employed to test the proposed model and multi‐groups comparison analysis was conducted to examine the moderation effects of cultural difference on influential factors related to students’ DIL behaviors. The results highlighted the essential role of digital competence and technology expectancy in DIL. Cultural difference revealed a strong influence on the motive pattern of DIL behaviors. This study raised some major implications for educational researchers and practitioners alike. Specifically, the paper introduced and stressed the role of digital competence in informal learning context which was rarely considered in prior studies in terms of learning ecology. The study expanded current theoretical understanding of technology adoption in informal learning environments across different cultural contexts. The finding has shown both a homogeneous informal learning behavior and motive variance between different two cultural backgrounds. The study also provided a set of practical implications, including the need for digital competence training in today’s digital era, and the need for a satisfactory user interface design globally.

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“…Based on the analysis of the existing literature and our teaching experience, the main problems of College English teaching in China can be summarized as follows [3][4][5][6][7][8]:…”

Section: Problems Faced By College English Teachingmentioning

confidence: 99%

Research on New Teaching Model of College English Integrated with Mobile Learning

Bao¹

2018

Proceedings of the 2018 2nd International Conference on Education Science and Economic Management (ICESEM 2018)

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College English in China usually adopts the form of large-scale class teaching, and its effect is not satisfying as expected. In order to improve the effectiveness of College English teaching, this paper proposes a new teaching model that integrates mobile learning (M-learning). It first analyzes the difficulties faced by Chinese College English teaching, and then gives some corresponding strategies. On this basis, the paper searches for the application software that can meet the needs of College English M-learning, and then designs a teaching model that is complementary to College English in-class teaching. Practice has shown that this teaching model is capable of increasing the amount of study time and improving the study efficiency objectively, and it is welcomed by College English teachers and students.

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The Impact of College Students’ Intrinsic and Extrinsic Motivation on Continuance Intention to Use English Mobile Learning Systems

Cited by 75 publications

References 38 publications

Mobile Social Network Sites as innovative pedagogical tools: factors and mechanism affecting students’ continuance intention on use

Mobile Social Network Sites as innovative pedagogical tools: factors and mechanism affecting students’ continuance intention on use

A comparative study of digital informal learning: The effects of digital competence and technology expectancy

Research on New Teaching Model of College English Integrated with Mobile Learning

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