Investigating the factors driving adult learners' continuous intention to use M-learning application: a fuzzy-set analysis

Abstract

PurposeIn the era of m-learning environments, multiple factors have been considered to explain adult learners' continuance usage intention, but largely without considering the role of specific configurations of variables and how they may affect learners' intention. The purpose of this study is to show how cognitive need, subjective norms, perceived usefulness, satisfaction, confirmation, attitude and perceived ease of use combine to predict learners' frequent use intentions.Design/methodology/approachIt is empirically validated through configurational analysis, using fuzzy-set qualitative comparative analysis (fsQCA) on 211 adult learners with experience in using Mobile learning applications (MLA).FindingsThe findings show learners' satisfaction of MLA usage combined with the cognitive need and attitude were found to be core conditions reinforcing learners' continuance intention.Research limitations/implicationsThis study was conducted in the context of adult learners MLA whereby the motivations for continued usage and the nature of technological innovation could differ. In this regard, findings from this study may not be generalizable to other technological contexts.Practical implicationsIn the planning and development of learning apps, software developers should pay attention to practical functions and extend key features that are frequently required for solving a problem using the new skill. On the marketing side, MLA companies should emphasize the full functionality of their apps to cater efficiently to the different needs and expectations of the learners.Originality/valueThis study contributes by extending existing knowledge on how cognitive need, satisfaction and attitude combine to increase or mitigate continuance intention to use toward the development of new configurational theories. This study fills the gap in the literature by introducing adult learners' continuance intention to use MLA and introducing through a methodological approach of fsQCA in adult learners' context.