Abstract
Mobile learning exposes some problems during the process of fast development. As the epidemic gradually stabilized, the willingness to continue using mobile learning began to decline. In order to improve the learning effect of mobile learning users and increase the public’s recognition of the form of mobile learning, this article takes university students, one of the main users of mobile learning, as the research object, explores the factors that affect the willingness of university students to continue using mobile learning, and further introduces self-efficacy, perceive variables such as teacher support, and investigate in depth the influence mechanism of mobile learning users’ self-perception and online teacher service perception on the willingness to continue using mobile learning. This study has found that compared with perceived ease of use, mobile learning can improve satisfaction, perceived usefulness, and perceived teacher support and self-efficacy services that can more significantly enhance students’ willingness to continue using mobile learning.
Highlights
With the continuous development of 5G technology and mobile devices, mobile learning has become an important method and tool for Chinese students' daily learning
Based on one or more of the theories of planned behavior theory (TPB is short for "theory of planned behaviour", the same goes for the following), technology acceptance model theory (TAM) and integrated technology acceptance theory (UTAUT), it was confirmed that the factors influencing students' intentions to apply mobile learning were perceived usefulness, perceived easiness to employ, attitude, self-efficacy and performance expectation. [1,2,3] On the other hand, combined with the study of university students' mobile learning conditions, students' readiness, self-efficacy in using mobile devices and personal innovation have an impact on the effect of mobile learning, [4] but the most influential acceptance factors of mobile learning are "general ability" and "learning activities"
According to the results of path analysis, in order of the total effect, satisfaction (0.580), perceived usefulness (0.531), perceived teacher support (0.486), self-efficacy (0.316), and perceived ease of use (0.184) were ranked in descending order. This indicates that compared with perceived ease of use, the improvement of satisfaction, perceived usefulness, and perceived teacher support and self-efficacy services of mobile learning can more significantly enhance students' willingness to continue using mobile learning
Summary
With the continuous development of 5G technology and mobile devices, mobile learning has become an important method and tool for Chinese students' daily learning. Mobile learning is of great significance to realize and accelerate the construction of a learning society where everyone can learn everywhere and anytime. Based on the theory of technology acceptance and combining the characteristics of university students’ mobile learning, this article constructs a model of the factors affecting the continued use of university students’ mobile learning willingness. It is expected to provide a basis for educational institutions and other departments to formulate corresponding learning, guidance and support strategies according to their own needs, promote the popular use of mobile learning methods, and help my country build a learning society
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