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Continuance Intention to Use Mobile Learning in Terms of Motivation and Technology Acceptance

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Abstract

Mobile learning is a fast-growing area in the field of education. Previous research has highlighted the importance of the continuance intention to use information technology as a post-adoption behaviour. However, while research exists for the behavioural intention to use mobile learning, not many studies exist that have investigated the continuance intention towards using mobile learning. The current study explores factors that influence the continuance intention towards using mobile learning in the context of secondary science education. The study proposes and evaluates a model to explain and predict continuance intention to use mobile learning, using constructs from both the Technology Acceptance Model and the Self-Determination Theory of Motivation. Forty-eight students from a European secondary school participated in outdoors mobile learning activities during a science class and filled out a survey questionnaire about their attitudes. Structured equation modelling was used for analysing the data. The analysis confirmed the proposed model, explaining and predicting students’ continuance intention to use mobile learning in terms of satisfaction, perceived ease of use and autonomy. The study can guide education professionals towards the design and development of more motivating mobile learning activities that promote student satisfaction and their continuance intention to use mobile learning.

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Author information

Authors and Affiliations

  1. School of Education, University of Strathclyde, Glasgow, Scotland, UK

    Stavros A. Nikou

  2. University of Macedonia, Thessaloniki, Greece

    Anastasios A. Economides

Authors
  1. Stavros A. Nikou
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  2. Anastasios A. Economides
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Corresponding author

Correspondence to Stavros A. Nikou .

Editor information

Editors and Affiliations

  1. Department of Informatics, Aristotle University of Thessaloniki, Thessaloniki, Greece

    Thrasyvoulos Tsiatsos

  2. Informatics, Aristotle University of Thessaloniki, Thessaloniki, Greece

    Stavros Demetriadis

  3. Department of Primary Education, University of Ioannina, Ioannina, Greece

    Anastasios Mikropoulos

  4. Educational and Social Policy, University of Macedonia, Thessaloniki, Greece

    Vasileios Dagdilelis

Appendix

Appendix

1.1 The Questionnaire Used in the Study

Constructs

Items

Questions

Sources

Autonomy

AUT1

I experienced a lot of freedom with the system (mobile learning)

Ryan et al. (2006)

AUT2

I can find something interesting to do in this system

AUT3

The system provides me with interesting options and choices

Perceived ease of use

PEOU1

My interaction with the system is clear and understandable

Davis (1989)

PEOU2

It is easy for me to become skilful at using the system

PEOU3

I find the system easy to use

Satisfaction

SAT1

I was satisfied with the activity

Lin et al. (2005)

SAT2

I was pleased with the activity

SAT3

My decision to participate in the activity was a wise one

Continuance intention to use

CIU1

I intend to continue using the system rather than discontinue its use

Bhattacherjee (2001)

CIU2

My intentions are to continue using the system than use any alternative means (traditional learning)

CIU3

If I could, I would like to discontinue my use of the system

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Nikou, S.A., Economides, A.A. (2021). Continuance Intention to Use Mobile Learning in Terms of Motivation and Technology Acceptance. In: Tsiatsos, T., Demetriadis, S., Mikropoulos, A., Dagdilelis, V. (eds) Research on E-Learning and ICT in Education. Springer, Cham. https://doi.org/10.1007/978-3-030-64363-8_1

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  • DOI: https://doi.org/10.1007/978-3-030-64363-8_1

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