Learning Technology Acceptance and Continuance Intention among Business Students: The Mediating Effects of Confirmation, Flow, and Engagement

Autor/inn/en	Tseng, Hungwei; Yi, Xiang; Cunningham, Brent J.
Titel	Learning Technology Acceptance and Continuance Intention among Business Students: The Mediating Effects of Confirmation, Flow, and Engagement
Quelle	In: Australasian Journal of Educational Technology, 38 (2022) 3, S.70-86 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-3098
Schlagwörter	Business Administration Education; Student Attitudes; Technology Uses in Education; Computer Software; Telecommunications; Handheld Devices; Information Technology; Learner Engagement; Intention; Mediation Theory; Thinking Skills; Undergraduate Students; Student Adjustment; Correlation; State Universities; Decision Making; Laptop Computers; Course Content; Computer Assisted Instruction; Alabama + Suchen Sie Ihr Suchwort? Schülerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Telekommunikationstechnik; Informationstechnologie; Mediationsverfahren; Denkfähigkeit; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Korrelation; Staatliche Universität; Decision-making; Entscheidungsfindung; Laptop computer; Laptop; Computer; Digitalrechner; Kursprogramm; Computer based training; Computerunterstützter Unterricht
Abstract	The emergence of mobile applications has opened the door to a new kind of information and communication technology tool and educational support which is vital for students' positive learning behaviours. The aims of this study were to examine the effects of three mediators (confirmation, flow, and student engagement) on students' learning technology acceptance and information systems continuance intention, and to explore the functions of these variables in the mediating process between learning technology acceptance and continuance intention. Using PROCESS macro program where the bootstrap confidence interval was adopted, a parallel multiple mediation model and a serial multiple mediation model were tested. Two of the three proposed hypotheses were supported. Business students' confirmation and flow, elicited by the m-learning app, were two mediating factors with high ratios (0.6655, 95% CI = 0.2635 to 0.6085) of the overall indirect effect to the total effect, which related to students' decisions in continuous usages of the technology. We concluded that the continuous use of the m-learning app was driven not only by students' flexible thinking skills in accepting new learning technology, but also by a set of cognitive attributes reflecting users' positive experiences with the system. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01