A STUDY OF FACTORS INFLUENCING ADOPTION AND CONTINUANCE USAGE OF MOBILE APPS FOR SCHOOL LEVEL LEARNING

Abstract

People today are increasingly getting connected by mobile devices and the Internet. They are overwhelmingly accessing data using wireless networks on their laptops, smartphones, and tablet PCs. Mobile devices have penetrated hitherto inaccessible geographical locations and have become gateways to the world of information and services thereby leading to the empowerment of their users. Technological advancements have reduced the cost of mobile devices and the Internet. In addition, millions of mobile applications (apps) are available on popular mobile app stores such as Google Play, and Apple App Store. Governments across the world are promoting the use of mobile apps. For example, the Digital India Programme (DIP) of the government of India has a Mobile First approach to the delivery of government services. In addition, governments are committed to achieving the Sustainable Development Goals (SDGs) by 2030. The mobile apps facilitate access to quality education for the masses to accomplish the goal no. 4 of the SDGs i.e., “Quality Education.” The New Education Policy (NEP) of India suggests that technology interventions such as mobile apps increase access, equity, and inclusion in education. It recommends research studies in emerging digital technologies for teaching-learning such as mobile apps to evaluate the benefits and mitigate the downsides. Mobile learning is a popular category of apps available on several mobile app stores. Additionally, governments are increasingly encouraging schools to adopt mobile technology to enhance the teaching-learning process. The mSeva AppStore of the government of India has mobile learning as one of the exclusive categories. The Indian Department of Education’s mobile learning apps include DIKSHA - for School Education and ePathshala. The mobile learning apps provide learners the flexibility to choose what, when, where, and how they want to learn. The students can access vi anytime, and anywhere a variety of learning resources in different formats (e.g., text, audit, video) to enhance their understanding of concepts. The COVID-19 pandemic during the years 2020 and 2021 expedited the adoption of mobile learning by school students and teachers. The education systems worldwide were disrupted, leading to the closure of schools and other learning spaces. The biological disaster highlighted the crucial role of mobile learning apps in ensuring educational continuity during times of crisis. Several factors influence the mobile learning experience. The factors influencing adoption are considered to be different from the factors influencing continuance. Retaining learners and facilitating their continuance is critical for m learning providers and educators. The literature suggests that despite the large number of mobile learning apps, the research in this area is still in the nascent stage. It is in this context that this study attempts to examine the factors influencing the adoption and continuance intention to use mobile apps for school-level learning. This mixed-methods research identified the influential factors through a literature review including bibliometric analysis of the metadata of relevant publications, content and sentiment analysis of the 2000 reviews and ratings of mobile learning apps, and hermeneutic phenomenological analysis of interview transcripts of 24 school students and 09 teachers. Further, the study proposed and empirically tested a research model of the ten identified factors influencing continuance intention through structural equation modeling analysis of the survey data collected from school students of the National Capital Territory, Delhi, India. The study concluded by presenting the key findings, discussing the research objectives, delineating the implications for research and practice, and outlining limitations and future research directions.