The Acceptance of “Flash Class” – Mobile Mini-lessons Through WeChat
The aim of this study is to identify the factors that influence the acceptance of “Flash Class” - mobile mini-lessons through WeChat. The empirical results were obtained in a sample of 187 university students in China. The results of PLS analysis indicate that performance expectancy, effort expectancy, social influence, hedonic motivation, and habit directly affect the acceptance of using “Flash Class” through WeChat for students learning English. The results of multi-group analysis also indicate that gender moderates the effect of effort expectancy on user behavioural intention. This study makes several suggestions to the “Flash Class” developers for improving their designs according to the listed factors in order to satisfy the learners’ needs.
KeywordsMobile mini-lesson Mobile instant message Mobile learning platform UTAUT2
- Ajzen, I., Fishbein, M.: Understanding Attitudes and Predicting Social Behaviour. Prentice-Hall, Englewood Cliffs (1980)Google Scholar
- Moore, G.C., Benbasat, I.: Integrating diffusion of innovations and theory of reasoned action models to predict utilization of information technology by end-users. In: Kautz, K., Pries-Heje, J. (eds.) Diffusion and Adoption of Information Technology, pp. 132–146. Chapman and Hall, London (1996)CrossRefGoogle Scholar
- Rogers, E.M.: Diffusion of Innovations, 4th edn. Free Press, New York (1995)Google Scholar
- Venkatesh, V., Thong, J.Y.L., Xu, X.: Consumer acceptance and use of information technology: extending the unified theory of acceptance and use of technology. MIS Q. 36(1), 157–178 (2012)Google Scholar