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

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Asia-Pacific Education Researcher Volume 22, Number 2, ISSN 0119-5646

Abstract

Mobile learning, with its features of ubiquitousness and flexibility, enables users to learn in any appropriate place and at any appropriate time. This emerging way of digital learning will be the future trend. Therefore, the technology acceptance model (TAM) proposed by Davis was extended with extrinsic motivation, perceived convenience, and intrinsic motivation, perceived playfulness, for examining the factors that affect continuance intention to use the English mobile learning system (EMLS) and the relationships among these factors. Participating in the study were 158 technical college students from the middle part of Taiwan who were studying English via EMLS using PDAs for 4 weeks. Data were collected by questionnaires and were analyzed by "SmartPLS" as an SEM analysis tool. The results revealed that perceived convenience, perceived playfulness, perceived ease of use, and perceived usefulness were antecedent factors that affected continuance intention to use the EMLS. Perceived usefulness had a greater impact on continuance intention than perceived playfulness. Overall, the extended TAM in the present study was effective at predicting and explaining the continuance intention to use the EMLS.

Citation

Chang, C.C., Liang, C., Yan, C.F. & Tseng, J.S. (2013). The Impact of College Students' Intrinsic and Extrinsic Motivation on Continuance Intention to Use English Mobile Learning Systems. Asia-Pacific Education Researcher, 22(2), 181-192. Retrieved August 15, 2020 from .

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