Determining Factors of Behavioral Intention to Use Mobile Learning Among Information Engineering Students in Higher Vocational Colleges in Chengdu, China
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Abstract
Purpose: This research aimed to study performance expectancy (PE), effort expectancy (EE), trust (TR), attitude towards behavior (ATB), intrinsic motivation (IM) and mobile-learning self-efficacy (MLSE) with the influence of behavioral intention (BI) on one dependent variable, and significant differences between variables before and after IDI were verified. Research design, data, and methodology: The statistical tool performed the initial Item Objective Congruence (IOC) test and Cronbach's Alpha preliminary experimental measurement. Multiple linear equation regression (MLR) was used to analyze the influencing factors of mobile learning behavior intention of a higher vocational college student in Chengdu, and the influence results of independent and dependent variables were verified. The Intervention Design Implementation (IDI) was then conducted for 14 weeks with 30 selected students. Finally, the quantitative results of Pre-IDI and Post-IDI were compared by paired sample T-test. Results: All had significant effects on behavioral intention, while intrinsic motivation had no significant effects on behavioral intention. The comparison results of the paired sample T-test showed that all variables had significant differences in the post-IDI stage and pre-IDI stage. Conclusion: This study aims to effectively improve students' behavioral intention using mobile learning in information engineering higher vocational colleges in Chengdu, China, through various intervention measures.
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