Investigating Student-Teachers' Continuous Intention to Use Mobile Learning Management System: The Technology Acceptance Model and Expectation Confirmatory Model
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| Title: | Investigating Student-Teachers' Continuous Intention to Use Mobile Learning Management System: The Technology Acceptance Model and Expectation Confirmatory Model |
|---|---|
| Language: | English |
| Authors: | Charles Buabeng-Andoh |
| Source: | Discover Education. 2025 4. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Teacher Attitudes, Student Teachers, Technology Integration, Handheld Devices, Learning Management Systems, Computer Uses in Education, User Satisfaction (Information), Teacher Motivation, Teaching Methods, Instructional Development |
| DOI: | 10.1007/s44217-025-00447-0#Abs1 |
| ISSN: | 2731-5525 |
| Abstract: | This study investigated student-teachers' continuous intention to use mobile learning management system. The sample size of the participants was two hundred and sixty-one. The participants responded to online survey questionnaires consisting of items from the combination of both technology acceptance and the expectation confirmatory models. To perform the data analysis, the structural equation modeling was adopted as the key method. The inquiry revealed that the combined model had a robust predictive power to elucidate student-teachers' continuous intention to operate technology. In addition, the expectation confirmatory model constructs were important in elucidation student-teachers' intention to continue to use technology as compared to the technology acceptance model constructs. On the whole, satisfaction had the greatest impact on the continuous intention to use technology. This research adds to the current body of knowledge by creating an integrated model using technology acceptance model and expectation confirmatory model to predict the continuous intention to use mobile learning management system among student-teachers in school. In addition, this study adds to research on determinants influencing student-teachers' continuous use of technology in schools in the emerging economies context. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Access URL: | https://link.springer.com/article/10.1007/s44217-025-00447-0#Abs1 |
| Accession Number: | EJ1465147 |
| Database: | ERIC |
| Abstract: | This study investigated student-teachers' continuous intention to use mobile learning management system. The sample size of the participants was two hundred and sixty-one. The participants responded to online survey questionnaires consisting of items from the combination of both technology acceptance and the expectation confirmatory models. To perform the data analysis, the structural equation modeling was adopted as the key method. The inquiry revealed that the combined model had a robust predictive power to elucidate student-teachers' continuous intention to operate technology. In addition, the expectation confirmatory model constructs were important in elucidation student-teachers' intention to continue to use technology as compared to the technology acceptance model constructs. On the whole, satisfaction had the greatest impact on the continuous intention to use technology. This research adds to the current body of knowledge by creating an integrated model using technology acceptance model and expectation confirmatory model to predict the continuous intention to use mobile learning management system among student-teachers in school. In addition, this study adds to research on determinants influencing student-teachers' continuous use of technology in schools in the emerging economies context. |
|---|---|
| ISSN: | 2731-5525 |
| DOI: | 10.1007/s44217-025-00447-0#Abs1 |
