Factors Impacting High School Students’ Behavioral Intention to Use Mobile Learning in Liupanshui, China
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Purpose: This research investigates the factors impacting high school students' behavioral intention to use mobile learning in Chinese high schools, considering effort expectancy, social influence, facilitating condition, performance expectancy, attitude, behavioral intention, and use behavior. Research design, data, and methodology: The research uses a quantitative, survey-based research design, employing online data collection for Confirmation Factor Analysis (CFA) and structural equation modeling (SEM). The study applied a purposive sampling method that draws on Liupanshui Minzu High School. The quota sampling method is used to calculate the proportion from the total number of students in each grade. Last, the target sample size of 500 students is collected through convenience sampling by distributing it online. Result: The results show that the six hypotheses are supported. Use behavior is strongly influenced by behavioral intention. The behavioral intention was significantly driven by effort expectation, social influence, facilitating condition, performance expectancy, and attitude. Conclusions: The findings underscore the importance of creating a conducive environment where mobile learning is user-friendly, supported by peers, and equipped with the necessary resources. Additionally, highlighting the benefits of mobile learning and promoting a positive attitude can enhance students' willingness to engage with this technology.
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