What drives students to keep using intercultural learning apps? A technology continuance theory perspective

With rapid advances in mobile technology, apps tailored for intercultural interactions are gaining attention as platforms that create opportunities for intercultural learning. This study employs a mixed-method design to investigate the factors that drive higher education students' willingness to continue using mobile apps, which creates the conditions under which intercultural competence may develop over time. Framed by the Technology Continuance Theory (TCT), the research established the extended TCT for developing intercultural competence (ETIC) that examines factors from technological, motivational, social, and psychological dimensions. Structural equation modeling results from 354 participants reveal that four external variables–namely, mobile application efficacy, growth mindset, subjective norms, and enjoyment–positively affect the traditional pathways of the theory, thereby enhancing the intent to persist with these tools. Additionally, thematic analysis of qualitative data uncovers the underlying reasons for these influences and provides deeper interpretations of the quantitative findings. These insights offer promising guidance for researchers, educators, and mobile apps developers in advancing technology-enhanced intercultural education. • Technology Continuance Theory is extended to intercultural learning field. • Four new external factors are incorporated into the conventional theory. • Thematic analysis offers interpretations to the quantitative results. • Exploring factors influencing intention to continue using intercultural mobile apps • Offering guidance for enhancing mobile apps' value in intercultural learning context