Teaching Effectiveness and Student Experience in University Interactive Learning Platforms Based on Mobile Technology.
Saved in:
| Title: | Teaching Effectiveness and Student Experience in University Interactive Learning Platforms Based on Mobile Technology. |
|---|---|
| Authors: | Yifei Zhang1 zhangyf6014@163.com |
| Source: | International Journal of Interactive Mobile Technologies. 2025, Vol. 19 Issue 24, p104-119. 16p. |
| Subjects: | Interactive learning, Technology Acceptance Model, Student engagement, Educational outcomes, Mobile learning, Participation, Effective teaching, Self-efficacy |
| Abstract: | This study was conducted to investigate the intrinsic mechanisms underlying the teaching effectiveness and student experience of university interactive learning platforms supported by mobile technology. Grounded in the technology acceptance model (TAM) and contextualized within mobile learning environments, the research introduced interactivity, compatibility, self-efficacy, subjective norm, and perceived enjoyment as external variables. An extended model was thereby constructed to reveal the complete causal pathway from platform characteristics to students' cognitive perceptions, behavioral intentions, and eventual learning outcomes. A questionnaire survey was administered to university students who had utilized such platforms, yielding 250 valid responses. Structural equation modeling (SEM) was performed using SmartPLS software, with reliability and validity tests as well as bootstrapping employed to verify the proposed hypotheses. The empirical findings confirmed all 14 hypotheses. External variables such as interactivity, compatibility, and self-efficacy were identified as key antecedents influencing perceived usefulness and perceived ease of use. The core TAM pathway (perceived ease of use → perceived usefulness → attitude toward use → behavioral intention → actual use) received strong empirical support. Ultimately, actual use was found to exert a direct and significant positive effect on both student satisfaction and learning outcomes. The results demonstrated that the pedagogical value of mobile interactive platforms is realized through the process of students' technology acceptance. This study not only provides empirical evidence for the application and extension of TAM in the field of educational technology but also offers theoretical and practical implications for university administrators in optimizing digital education strategies, for educators in designing effective interactive learning activities, and for platform developers in enhancing system design. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Interactive Mobile Technologies is the property of International Journal of Interactive Mobile Technologies and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Engineering Source |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: egs DbLabel: Engineering Source An: 190425206 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Teaching Effectiveness and Student Experience in University Interactive Learning Platforms Based on Mobile Technology. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Yifei+Zhang%22">Yifei Zhang</searchLink><relatesTo>1</relatesTo><i> zhangyf6014@163.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Interactive+Mobile+Technologies%22">International Journal of Interactive Mobile Technologies</searchLink>. 2025, Vol. 19 Issue 24, p104-119. 16p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Interactive+learning%22">Interactive learning</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Acceptance+Model%22">Technology Acceptance Model</searchLink><br /><searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br /><searchLink fieldCode="DE" term="%22Mobile+learning%22">Mobile learning</searchLink><br /><searchLink fieldCode="DE" term="%22Participation%22">Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study was conducted to investigate the intrinsic mechanisms underlying the teaching effectiveness and student experience of university interactive learning platforms supported by mobile technology. Grounded in the technology acceptance model (TAM) and contextualized within mobile learning environments, the research introduced interactivity, compatibility, self-efficacy, subjective norm, and perceived enjoyment as external variables. An extended model was thereby constructed to reveal the complete causal pathway from platform characteristics to students' cognitive perceptions, behavioral intentions, and eventual learning outcomes. A questionnaire survey was administered to university students who had utilized such platforms, yielding 250 valid responses. Structural equation modeling (SEM) was performed using SmartPLS software, with reliability and validity tests as well as bootstrapping employed to verify the proposed hypotheses. The empirical findings confirmed all 14 hypotheses. External variables such as interactivity, compatibility, and self-efficacy were identified as key antecedents influencing perceived usefulness and perceived ease of use. The core TAM pathway (perceived ease of use → perceived usefulness → attitude toward use → behavioral intention → actual use) received strong empirical support. Ultimately, actual use was found to exert a direct and significant positive effect on both student satisfaction and learning outcomes. The results demonstrated that the pedagogical value of mobile interactive platforms is realized through the process of students' technology acceptance. This study not only provides empirical evidence for the application and extension of TAM in the field of educational technology but also offers theoretical and practical implications for university administrators in optimizing digital education strategies, for educators in designing effective interactive learning activities, and for platform developers in enhancing system design. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Interactive Mobile Technologies is the property of International Journal of Interactive Mobile Technologies and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=egs&AN=190425206 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3991/ijim.v19i24.59475 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 104 Subjects: – SubjectFull: Interactive learning Type: general – SubjectFull: Technology Acceptance Model Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Educational outcomes Type: general – SubjectFull: Mobile learning Type: general – SubjectFull: Participation Type: general – SubjectFull: Effective teaching Type: general – SubjectFull: Self-efficacy Type: general Titles: – TitleFull: Teaching Effectiveness and Student Experience in University Interactive Learning Platforms Based on Mobile Technology. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Yifei Zhang IsPartOfRelationships: – BibEntity: Dates: – D: 15 M: 12 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 18657923 Numbering: – Type: volume Value: 19 – Type: issue Value: 24 Titles: – TitleFull: International Journal of Interactive Mobile Technologies Type: main |
| ResultId | 1 |
