What are the Key Drivers to Promote Continuance Intention of Undergraduates in Mobile Learning? A Multi-perspective Framework

Grounded in the expectation-confirmation theory and the D&M Information Success Model, this study investigates the factors influencing college students’ continuance intention to use mobile learning from three perspectives: educational institutions, instructors, and learners. About 421 college students were randomly selected to participate in a survey measuring their feedback on eight factors (information quality, system quality, service quality, perceived usefulness, confirmation, satisfaction, continuance intention and instructor support). The Smart-PLS method was employed for data analysis. Results indicate that CON and SEQ significantly and positively influenced PU, CON, and TES significantly and positively influenced SAT. Meanwhile, PU and SAT were significant predictors of CI, SYQ and TES significantly and positively predicted CON. The proposed model explained 83.1% of the variance in the continuance intention of mobile learning. Notably, teacher support was proven to significantly and positively impact students’ confirmation and satisfaction. Gender did not significantly moderate the relationship between perceived usefulness, satisfaction, and continuance intention. This research fills a gap in the current mobile learning literature and provides theoretical and practical implications for college students’ continuance intention toward mobile learning.