Explaining students continuance intention to use mobile web 2.0 learning and their perceived learning: an integrated approach
In the literature, there is a scarcity of studies investigating the factors influencing the deployment of mobile Web 2.0 (MW2.0) as pedagogical tools in higher education. The purpose of this study is to investigate the adoption of mobile Web 2.0 learning (MW2.0L) by students and further to explore t...
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| Main Authors: | , , , |
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| Format: | Article |
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SAGE Publications Inc.
2020
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| Subjects: | |
| Online Access: | http://eprints.utm.my/id/eprint/93728/ http://dx.doi.org/10.1177/0735633118805211 |
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| Summary: | In the literature, there is a scarcity of studies investigating the factors influencing the deployment of mobile Web 2.0 (MW2.0) as pedagogical tools in higher education. The purpose of this study is to investigate the adoption of mobile Web 2.0 learning (MW2.0L) by students and further to explore their perceived learning. Accordingly, a research framework was developed through the integration of technology-to-performance chain model, uses and gratifications theory, technology acceptance model, and theory of planned behavior. The partial least squares-structural equation modeling approach was taken to assess the model using 456 data collected from Malaysian public university students. The results of the analysis revealed that students’ intention to continue use of MW2.0L learning was determined by the factors such as mobility, social interaction, and information exchange as gratifications, perceived ease of use, perceived usefulness, attitude, perceived behavioral control, subjective norms, and task-technology fit. It was found that students’ MW2.0L perceived learning was significantly explained by their behavioral intention. Implications of the study both for literature and practice are further discussed. |
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