With the rapid advancement of technology, the location of teaching is no longer limited to the classroom. Mobile learning platforms break the barriers of time, location, and space, allowing teachers and students to achieve their teaching and learning goals through these platforms. It is worth exploring factors influencing the continuous use of mobile learning platforms. This study developed an integrated model from the Achievement Motivation Theory and the Information System Success Model to investigate determinants of users’ intention to continue using mobile learning platforms in Taiwan. An online questionnaire was employed to collect empirical data to examine the research hypotheses using structural equation modeling (SEM). Our findings confirmed that (1) system quality, service quality, individual orientation, social orientation, and achievement need positively influenced satisfaction, while information quality did not have a significant effect on satisfaction. (2) perceived privacy and security, trust, entertainment, and mobility positively influenced perceived usefulness; (3) satisfaction and perceived usefulness positively influenced continued intention to use. Practical recommendations were provided to relevant stakeholders in mobile learning applications.
Kang et al. (Wed,) studied this question.