Continuance intention to use mobile learning among college students: integrating quality factors and the expectation confirmation model

Abstract

Abstract In light of the exponential rise of mobile device usage and advancements in information technology, mobile learning has ascended as an integral conduit for information and knowledge acquisition among educators and learners. Based on the expectation confirmation model, this study examines the mechanisms by which quality factors influence the continuance intention toward mobile learning among university students. A random sampling methodology was employed, yielding a robust sample of 278 students across three educational institutions in Jiangxi Province. A Partial Least Squares Structural Equation Modeling approach was used to analyze the data. The outcomes manifested significant positive associations across all relationships, with the exceptions being between system quality and perceived usefulness, information quality and confirmation, and service quality and perceived usefulness. Additionally, the study found no gender differences in the correlations between perceived usefulness and continuance intention or satisfaction and continuance intention. Based on these findings, the authors present suggestions for educational institutions, educators, system designers, and researchers to enhance the continuance intention to use mobile learning among college students.