Understanding mobile English-learning gaming adopters in the self-learning market: The Uses and Gratification Expectancy Model
Computers & Education Volume 126, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
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.
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.
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Integrating academic type of social media activity with perceived academic performance: A role of task-related and non-task-related compulsive Internet use
Ching-Ter Chang & Chang-Shu Tu, Department of Information Management, Taiwan; Jeyhun Hajiyev, National Taiwan University of Science and Technology, Taiwan
Computers & Education Vol. 139, No. 1 (October 2019) pp. 157–172
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