Abstract
This study applied an adoption model, inspired by the Technology Acceptance Model (TAM) and Multipurpose Information Appliances Adoption Model (MIAAM), to compare key variables explaining adoption patterns of a mobile coaching app that guides and encourages students via a technology-based platform. This article constitutes a pioneer effort to compare adoption behaviors across a developed country and an emerging country (France and Mexico) with differences in level of use of mobile apps. A multi-group structural equation modelling approach was used to test the causal structure of the conceptual model. Results confirmed significant differences and similarities across samples and identified critical factors. Perceived usefulness was found to be the most important driver with mediating effects. Organizations implementing coaching services with an improved perceived usefulness could boost their adoption rates.
Highlights
Higher education can be difficult and very often stressful because students must typically balance personal, professional, and academic issues simultaneously
The authors found that the expected positive indirect effects of perceived ease of use (PEU) and Social Influence (SOCIAL) on intention to adopt the mobile coaching service through the mediation of perceived usefulness (PU) were significant because the confidence intervals do not contain zero (H7: Mexico: β=0.410 [95% CI:0.080 to 0.964]; France: β=0.447 [95% CI:0.241 to 0.736] and H8 were supported)
A conceptual model was tested explaining the influence of perceived usefulness, perceived ease of use, social influence, perceived enjoyment, and perceived monetary value on the intention to adopt a mobile coaching service for studies, comparing adoption patterns in two different samples from Mexico and France
Summary
Higher education can be difficult and very often stressful because students must typically balance personal, professional, and academic issues simultaneously. They often require personal and professional advice and/or counselling to improve their performance, motivation, and self-confidence. This advice is usually provided by faculty, administrative staff, or peers. At this regard, information technology and mobile devices represent an opportunity to provide an innovative type of coaching based on digital features, which can be identified as e-coaching or m-coaching.
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