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Abstract The objective of this paper is to investigate the effects of digital competence and technology expectancy and how they interact with cultural differences on digital informal learning (DIL) of university students have different cultural backgrounds. Empirical data collected from a survey conducted both in China and Belgium, the total sample consists of 335 Chinese and 197 Belgians. Partial least square with formative assessment was employed to test the proposed model and multi‐groups comparison analysis was conducted to examine the moderation effects of cultural difference on influential factors related to students’ DIL behaviors. The results highlighted the essential role of digital competence and technology expectancy in DIL. Cultural difference revealed a strong influence on the motive pattern of DIL behaviors. This study raised some major implications for educational researchers and practitioners alike. Specifically, the paper introduced and stressed the role of digital competence in informal learning context which was rarely considered in prior studies in terms of learning ecology. The study expanded current theoretical understanding of technology adoption in informal learning environments across different cultural contexts. The finding has shown both a homogeneous informal learning behavior and motive variance between different two cultural backgrounds. The study also provided a set of practical implications, including the need for digital competence training in today’s digital era, and the need for a satisfactory user interface design globally.
He et al. (Thu,) studied this question.