The influence of perceived convenience and curiosity on continuance intention in mobile English learning for high school students using PDAs

被引：37

作者：

Chang, Chi-Cheng ^{[1
]}

Tseng, Kuo-Hung ^{[2
]}

Liang, Chaoyun ^{[3
]}

Yan, Chi-Fang ^{[4
]}

机构：

[1] Natl Taiwan Normal Univ, Taipei, Taiwan

[2] Meiho Univ, Grad Inst Business & Management, Neipu, Pingtung, Taiwan

[3] Yuan Ze Univ, Dept Informat Commun, Tao Yuan, Taiwan

[4] Natl Taichung Inst Technol, Senior Commer Sch Continuing Educ, Dept Informat Proc, Taichung, Taiwan

来源：

TECHNOLOGY PEDAGOGY AND EDUCATION | 2013年 / 22卷 / 03期

关键词：

continuance intention; mobile English learning; perceived convenience; perceived curiosity; TECHNOLOGY ACCEPTANCE MODEL; USER ACCEPTANCE; INFORMATION-TECHNOLOGY; BEHAVIORAL INTENTION; LANGUAGE; IMPACT; EASE; TAM; EXTENSION; SYSTEMS;

D O I：

10.1080/1475939X.2013.802991

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Mobile learning aims to utilise communication devices such as mobile devices and wireless connection in combination with e-learning systems, allowing learners to experience convenient, instant and suitable learning at unrestricted time and place. Participants were 125 Taiwanese senior high school students, whose continuance intention was examined after learning English via PDAs (personal digital assistants). The study, using the one-group post-test design, adopted the Technology Acceptance Model and incorporated factors such as curiosity and perceived convenience. The results indicated that (1) curiosity had a positive effect on continuance intention; (2) perceived convenience had a positive effect on perceived usefulness and continuance intention.

引用

页码：373 / 386

页数：14

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