Abstract
<p>The primary purpose of this study was to explore the key factors that could affect mobile learning continuance intention (MLCI), and examine the moderating effect of perceived flexibility advantages (PFA) on the relationship between key mobile learning elements and continuance intention. Five hundred undergraduate students who had previously adopted mobile devices to learn English took part in this study. Partial least squares (PLS) analysis was utilized to test the hypotheses in this study. It has been found that the perceived usefulness of mobile technology, subjective norm, and self-management of learning could be closely linked to mobile learning continuance intention. With particular respect to the moderating role of perceived flexibility advantages, it has been demonstrated that PFA could moderate the relationship between perceived usefulness of mobile technology and mobile learning continuance intention, as well as the association between subjective norm and mobile learning continuance intention, whereas PFA did not moderate the link between self-management of learning and mobile learning continuance intention.This report has further added to the body of knowledge in the field of mobile learning through empirical examination.</p>
Highlights
Due to the swift proliferation of mobile technology (Liaw, Hatala, & Huang, 2009; Wang, Wu, & Wang, 2009), the use of mobile devices, like notebook computers, and mobile phones, as learning tools has offered people the flexibility and convenience to acquire new knowledge anytime and anywhere (Chen, 2010; Sarica & Cavus, 2009; Kukulska-Hulme, 2007; Yukselturk & Yildirim, 2008)
As this study further examined path coefficients of the structural model and hypotheses, it was found that hypothesis 1, 2, and 3 were all supported by the study results, which indicated that the perceived usefulness of mobile technology, subjective norm, and self-management of learning explained a total of 41.8 % of variance in mobile learning continuance intention
The study results are congruent with previous research which indicates that the perceived usefulness of mobile technology (PUMT), subjective norm (SN), and self-management of learning (SML) could be closely linked to mobile learning continuance intention (Lee, 2010; Roca & Gagné, 2008; Wang et al, 2009)
Summary
Due to the swift proliferation of mobile technology (Liaw, Hatala, & Huang, 2009; Wang, Wu, & Wang, 2009), the use of mobile devices, like notebook computers, and mobile phones, as learning tools has offered people the flexibility and convenience to acquire new knowledge anytime and anywhere (Chen, 2010; Sarica & Cavus, 2009; Kukulska-Hulme, 2007; Yukselturk & Yildirim, 2008). In light of this, growing attention has been paid to the critical roles of perceived flexibility advantages in mobile and online learning. Marks, Sibley, and Arbaugh (2005) have indicated that perceived flexibility advantages could have a positive influence on online learning outcome. Evans (2008) has revealed that a learner’s perceived flexibility advantages could be closely associated with mobile learning acceptance. Several researchers have highly focused on online and mobile learning studies, relatively little effort has been devoted to examining the link between perceived flexibility advantages and mobile learning outcome. The relationship between perceived flexibility advantages and mobile learning outcome has not yet been fully investigated in previous studies
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