Abstract
The intention of this research is to analyze the actual use of educational app by Chinese students for learning purpose. Based on DeLone & McLean (D&M) this study proposes and tests a research model which analyzes the actual use of educational apps using data collected from the 357 Chinese students. Structural equation modeling (SEM) was applied to examine the hypothesis. Findings specify that information quality, system quality, service quality, mobile self-efficacy, and personal innovativeness is considerably associated to intentions to use educational app which eventually influences actual usage of educational apps. Additionally, trust in educational apps strengthens the connection between intentions to use educational apps and actual use of educational apps by students for learning purposes. However, the perceived risk indicated an insignificant association between intention to use educational apps and actual use of educational apps. This study contributes to DeLone & McLean (D&M) model by examing the moderating role of perceived risk, trust in an educational app.
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