• The Journal of Information Systems
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• v.23 no.3
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• pp.47-71
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• 2014

The purpose of the present study is to verify the structural relationship among system quality, information quality, service quality, perceived ease of use, perceived usefulness, satisfaction, intention on continuous use of mobile learning in cyber university. For this study, W cyber university in Korea was chosen to conduct web survey. The subjects were 283 students who participated in W's cyber university courses. A hypothetical model was composed of system quality, information quality, service quality, perceived ease of use and perceived usefulness as exogenous variables, satisfaction and intention on continuous use of mobile learning as endogenous variables. The result of this study through structural equation modeling analysis is as follows: First, information quality only affect satisfaction, Second, perceived ease of use, perceived usefulness and satisfaction significantly affect intention on continuous use of mobile learning. These results imply that information quality should be considered for the design and development of mobile learning contents. Also, perceived ease of use, perceived usefulness and satisfaction is important to enhance intention on continuous use of mobile learning. This study proposes strategies for successful mobile learning in cyber university.

• Educational Technology International
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• v.21 no.1
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• pp.1-29
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• 2020

Despite the existing body of literature focusing on the effects of one-to-one mobile technology integration in teaching and learning, research discussed that the determinants of mobile technology acceptance and use in secondary school settings are still unclear. Hence, this study examined the extent to which determinants influence high school students' behavioral intention to use one-to-one mobile technology for learning. The newly proposed model incorporated three additional constructs beyond those in the unified theory of acceptance and use of technology (UTAUT) model, including computer self-efficacy, attitude toward using technology and computer anxiety, as suggested by recent literature. Data were collected from 247 U.S. Midwestern high school students who participated in an online survey. Using a structural equation modeling approach, this study established construct validity for the nine-construct extended UTAUT model to assess high school students' intention to use mobile technology. The results of structural relations in the proposed model showed that their behavioral intention to use mobile technology was significantly predicted by social influence and attitude toward using technology. Also, their strong behavioral intention and facilitating conditions were associated with frequent use of mobile technology in learning. Discussion, implications, and conclusion were addressed in this study.

• Journal of The Korean Association of Information Education
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• v.18 no.4
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• pp.509-520
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• 2014

This study investigated the structural relationships among factors on intention to use mobile learning and suggests practical strategies to enhance learners' behavior intention in secondary school. In this study, we hypothesized that mobile computing self-efficacy, personal innovativeness, and social influence had positive effects on perceived usefulness and perceived ease of use, which ultimately had positive effects on intention to use mobile learning. In order to examine structural relationship among variables, we surveyed 289 high school students in spring semester of 2014. After collecting data, we examined causal relationship among variables using Structural Equation Modeling. The results of this study are as follows: First, mobile computing self-efficacy and personal innovativeness significantly affected perceived ease of use. Second, mobile computing self-efficacy, social influence, and perceived ease of use significantly affected perceived usefulness. Lastly, perceived usefulness and perceived ease of use significantly affected intention to use mobile learning of high school students.

• The Journal of Korean Association of Computer Education
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• v.18 no.1
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• pp.55-68
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• 2015

The purpose of the study is to examine a structural relationship among mobile self-efficacy, mobility, perceived ease of use, perceived usefulness, and intention to use of a mobile learning service using technology acceptance model. The result revealed that mobile self-efficacy, mobility had a direct effect on perceived ease of use. Second, mobile self-efficacy, mobility, perceived ease of use had a direct effect on perceived usefulness. Third, mobile self-efficacy, mobility, perceived usefulness had a direct effect on intention to use of a mobile learning service. However, perceived ease of use did not have a effect on behavioral intention of mobile learning service.

• Journal of Information Technology Applications and Management
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• v.12 no.3
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• pp.57-80
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• 2005

This study defined the notion of general idea on m-learning as based upon e-Learning and mobile internet related literature review and identified the m-Learning distinctive features. Also, this study has searched for factors that are expected to influence the use intended for m-Learning from self-regulated learning, which is acknowledged to be a useful method for learning accomplishment in education field, in order to measure the relationship between learners' motivation and use intention. Then it has empirically validated the conceptual model based on Davis' TAM (Technology Acceptance Model) As a result, self-efficacy, self-determination, interest, contents quality, time management, help seeking, and Peer study are factors affecting Perceived usefulness. Also self-efficacy, self-determination, interest, contents qualify, time management, and peer study are factors affecting perceived ease of use. Finally both perceived usefulness and perceived ease of use are significant factors affecting use intention.

• Journal of Industrial Convergence
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• v.20 no.10
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• pp.157-167
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• 2022

The purpose of this study is to verify the educational effectiveness of interaction design in mobile APP by observing the impact of interaction design for elementary school education on enhancing learning immersion and continuous use intention, and propose an interaction design scheme based on elementary school education APP. The research methods are literature research and questionnaire survey. Specifically, through the literature research method, the concepts and prior studies on the concept, reviews the continuous use intention and previous research of interaction design. Then, conducts a questionnaire survey on elementary school students in South Korea and China to understand the interaction design, learning immersion, and continuous use intention, and analyzes the relationship between variables.The research result of this study is to observe the influence of interaction design elements within interaction on learning immersion and continuous use intention with elementary school students who are users of elementary school education application as the objects. The results show that interaction design within interaction has a positive impact on improving learning immersion and continuous use intention. It can be thought that this is because in mathematics/science education, it is easy to understand theoretical concepts or explanations, and stories and images will be continued at each stage to help students learn without being bored.In conclusion, this study can confirm that interactive inline design has a positive effect of enabling learners to engage in learning and continue to use.

• International Journal of Contents
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• v.12 no.3
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• pp.47-53
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• 2016

The purpose of this study was to examine how Korean students accept and use mobile-assisted language learning (MALL) and investigate related factors that potentially affect MALL usage. The participants were 244 undergraduate students who were surveyed with a questionnaire. The research model, which included students' self-efficacy, content reliability, interactivity, perceived enjoyment, perceived usefulness, perceived ease of use, attitude, and behavioral intention to use MALL, was developed based on the technology acceptance model (TAM). The structural equation modeling (SEM) technique was employed in order to analyze the overall results of modified TAM and the research model. The results indicated that TAM was a good theoretical tool to understand students' acceptance of MALL. In addition, all constructs, with the exception of self-efficacy and interactivity, had significant effects on students' acceptance possibilities of MALL. Limitations and suggestions for the further study are also presented.

• The Journal of Korean Association of Computer Education
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• v.18 no.4
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• pp.19-30
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• 2015

This study investigated the structural relationships among performance expectancy, effort expectancy, social influence, facilitating condition, attitude, usage intention and actual use. In order to examine structural relationships among variables, we surveyed 285 high school students in spring semester of 2014. After collecting data, we examined causal relationships among variables using structural equation modeling. The results of this study were as follows: First, performance expectancy and effort expectancy significantly affected attitude; however, social influence did not. Second, attitude affected usage intention and usage intention significantly affected actual use. Third, the indirect effect of attitude between performance expectancy, effort expectancy and usage intention were significant and the indirect effect of usage intention between attitude and actual was also significant. Finally, the moderating effect of gender and experience were not significant. Based on this study, the practical strategies to facilitate usage intention and actual use of mobile learning of high school students were suggested.

• Journal of Korea Multimedia Society
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• v.25 no.11
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• pp.1621-1633
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• 2022

The present study aims to design an application for anger control training of individuals and test its practical usability with the goal of encouraging preventive training in daily life. This study also investigates, through usability evaluation, whether users can use the application to carry out the actual anger management training program, whether it is useful and convenient, and whether it produces adequate learning effects. In order to conduct usability evaluation, a usability evaluation scale comprised of six factors-utility, reuse intention, learning, error, and reflectivity-was derived, and survey items tailored to each factor were produced. The association between usability evaluation elements, user demographic parameters, mobile usage behavior, and state anger was also examined. The result demonstrated that additional menus and features are necessary to increase the usability of the application for anger management. The result also revealed that it is vital to build an intuitive application interface that users unfamiliar with mobile app functionality can easily navigate, as well as to add entertaining components in the content, as users may be somewhat bored. On the basis of the findings, ideas of modifying and creating anger management training programs were discussed.

• Journal of the Korea Institute of Building Construction
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• v.22 no.2
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• pp.219-228
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• 2022

In this study, to improve educational motivation and learning outcomes, a mobile app using game elements was developed, and the effect of its application in rebar work education was analyzed. Using the 4F(Figure out-Focus-Fun design-Finalize) process, which is a game development model, a mobile learning app for rebar work was developed that considers the characteristics of college students familiar with smartphone use, and the app was developed in a manner that utilizes game mechanics such as learning missions and points to stimulate a learner's interest and improve educational motivation. The results show that the proposed app for rebar work is positively evaluated in terms of interface style, perceived usefulness, perceived ease of use, perceived enjoyment, attitude toward using, and intention to use. Therefore, it can be concluded that using the learning game app for rebar work in classes can contribute to improving a learner's performance in various aspects.