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What Makes Chinese College Students Accept and use Mobile Education Applications?

Author

Listed:
  • En Li

    (New York Institute of Technology, School of Management, 1855 Broadway, New York, NY 10023)

  • Min Chung Han

    (PhD, New York Institute of Technology, School of Management, 1855 Broadway, New York, NY 10023)

Abstract

In China, a mobile education app is one of the top-three most popular apps, and its market size is continually growing. As the age of the largest group of mobile app users in China is between 26 and 30 years old, college students will become the largest potential group to use mobile education apps in the future. Therefore, understanding the Chinese potential consumers’ attitude and behavior intention to use mobile education apps is a good way for marketers to set up competitive strategies during promotions. Based on the TAM model, this study used perceived usefulness, perceived ease of use, and perceived enjoyment to measure students’ attitude and behavior intention to use mobile education apps in China. Based on the research of 125 Chinese college students, the result indicated that perceived usefulness and perceived enjoyment were positively influencing users’ attitude and intention to use mobile education apps. However, the perceived ease of use didn’t affect participants’ behavior intention to use education apps. It confirms that the perceptions of usefulness and enjoyment are indicators of attitude and intention to use mobile education apps among Chinese college students. Moreover, the perceived ease of use has a positive impact on the Chinese college students’ attitude toward education apps but not the individual intention to use the apps. Therefore, in order to target Chinese college students, marketers can focus on the usefulness and enjoyment of using education apps.

Suggested Citation

  • En Li & Min Chung Han, 2016. "What Makes Chinese College Students Accept and use Mobile Education Applications?," Business, Management and Economics Research, Academic Research Publishing Group, vol. 2(5), pages 96-103, 05-2016.
    • Handle: RePEc:arp:bmerar:2016:p:96-103
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