Could the mobile and social perspectives of mobile social learning platforms motivate learners to learn continuously?. (May 2018)

• Record Type: Journal Article
• Authors: Ooi, Keng-Boon; Hew, Jun-Jie; Lee, Voon-Hsien
• Is Part Of: Computers & education. Volume 120(2018)
• Page Start: 127
• Page End: 145
• Publication Date: 2018-05
• Subjects: Cooperative/collaborative learning -- Distance education and telelearning -- Interactive learning environments -- Learning communities -- Media in education; Education -- Data processing -- Periodicals; Education -- Periodicals; Computers -- Periodicals; Computer-Assisted Instruction -- Periodicals; Éducation -- Informatique -- Périodiques; Electronic journals; 370.285
• DOI: 10.1016/j.compedu.2018.01.017
• Languages: English
• ISSNs: 0360-1315

Abstract

Abstract: Learning with smart mobile devices and mobile social networks is an emerging and current trend that deserves attention. Nonetheless, the post-adoption continuance behaviours of learners are still a neglected research focus. Moreover, not much study has examined this research area from a mobile and social perspective. In view of these, this study aims to investigate the continued use of mobile social networks as a platform for learning through a mobile and social perspective. The Partial Least Squares Structural Equation Modelling technique was engaged to analyse a sample that consists of 229 university students, who involve themselves in using mobile social learning platforms for learning purposes. Mobile usefulness, mobile ease of use, and sense of belonging were found to have significant direct influence over satisfaction, which directly influences learners' site attachment and continued use. Other than satisfaction, site attachment is another direct and significant predictor of continued use. From the mediation analysis, although perceived mobility and social presence have no direct impact over satisfaction, they affect satisfaction indirectly through mobile usefulness and sense of belonging respectively. Serving as a forerunner in examining the continued use of mobile social learning platforms for learning from a mobile and social perspective, this study has closed several crucial literature gaps and provided useful insights to learning institutions and mobile social networking service providers on developing a better mobile social environmental for learning purposes. Highlights: A modern approach was used for mediation analysis. An importance-performance map analysis was performed on top of PLS-SEM analysis. Mobile usefulness fully mediates the influence of mobile ease of use on satisfaction. The effect of social presence on satisfaction is fully mediated by sense of belonging. Mobile ease of use is the most important element of mobile social learning platforms.