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Understanding mobile English-learning gaming adopters in the self-learning market: The Uses and Gratification Expectancy Model
ARTICLE

Computers & Education Volume 126, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Innovative technology potentially offers new opportunities for booming self-learning markets in Taiwan. The advancement of mobile English-learning games has expedited the idea of self-learning by reducing time, space limitations, and anxiety (e.g., Technology phobia, English anxiety) that come with knowledge acquisition. This study offers a Uses and Gratification Expectancy Model (UGEM) to fill the gap of knowledge between mobile gaming and self-learning by investigating the potential variables (perceived mobile anxiety, perceived second language anxiety, perceived usefulness, and perceived playfulness) and examining how confirmation and gratification both affect adopters' continuance intention toward using mobile English-learning games. The study gathered data from Taiwanese university students after their adoption and practice with mobile English-learning games via a self-reporting survey questionnaire. Data collected from 1121 respondents in Taiwan was used to examine the research UGEM model using a variance analysis approach to provide new insights to the self-learning taking place when mobile English-learning games are adopted. Theoretical and practical implications are also offered.

Citation

Chen, C.P. (2018). Understanding mobile English-learning gaming adopters in the self-learning market: The Uses and Gratification Expectancy Model. Computers & Education, 126(1), 217-230. Elsevier Ltd. Retrieved May 25, 2020 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2018.07.015

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