Factors Influencing Private University Students’ Behavioral Intention to Use Mobile Learning Tools
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Abstract
Background and Aim: Mobile learning is an emerging trend in education. Rain Classroom is a mobile learning tool and has a significant correlation with mobile learning. However, within the personal and informal learning environment, several research problems emerge. The study aims to explore the factors influencing private university students’ behavioral intention to use Rain Classroom as a mobile learning tool, using the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2), extended with system quality, information quality, and perceived satisfaction.
Materials and Methods: A quantitative survey of 508 undergraduates was conducted, with data analyzed through Confirmatory Factor Analysis (CFA) and Structural Equation Model (SEM) using SPSS 27 and AMOS 27.
Results: The findings indicated that factors including facilitating conditions, performance expectancy, social influence, effort expectancy, hedonic motivation, system quality, information quality, and perceived satisfaction all significantly influenced undergraduates’ behavioral intention to use the rain classroom (p <.001). Furthermore, facilitating conditions, effort expectancy, social influence, and performance expectancy indirectly influenced behavioral intention via hedonic motivation. This is rarely paid attention to by previous studies.
Conclusion: This study enriches mobile learning research, particularly regarding Rain Classroom in private university settings, highlighting the importance of system reliability, content quality, and user satisfaction in promoting adoption. Notably, it also emphasizes the significant influence of social influence, effort expectancy, performance expectancy, and facilitating conditions on hedonic motivation, a facet underexplored in previous studies.
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