From Access to Achievement: A PLS-SEM Analysis of Mobile Learning Engagement in Chinese Higher Education

Qinghao Wu; Norhayati Mohd Yusof; Zhijun Zhang

doi:10.3991/ijim.v20i04.58587

Authors

Qinghao Wu Shenyang Institute of Science and Technology, Liaoning, China https://orcid.org/0009-0009-0887-315X
Norhayati Mohd Yusof Universiti Teknologi MARA (UiTM), Selangor, Malaysia https://orcid.org/0000-0002-0244-3505
Zhijun Zhang Inner Mongolia Minzu University, Inner Mongolia, China

DOI:

https://doi.org/10.3991/ijim.v20i04.58587

Keywords:

Mobile Learning Applications, Academic Development, Mobile Learning Engagement, Instructional Support, Technology Adoption

Abstract

This study investigates the adoption, effectiveness, and pedagogical impact of mobile learning applications on the academic development of college students in China. Specifically, it examines how perceived ease of use, perceived usefulness, instructor support, and access to mobile technology influence academic outcomes, with mobile learning engagement acting as a mediating factor. A quantitative research design was employed using survey data collected from 234 college students across various Chinese universities. Validated scales were adopted from prior studies to measure all constructs. SmartPLS 4.0 was used to analyze the structural relationships through partial least squares structural equation modelling (PLS-SEM). Results confirmed that perceived ease of use, perceived usefulness, instructor support, and access to mobile technology all have significant positive effects on students’ academic development. Furthermore, mobile learning engagement was found to mediate the relationships between these predictors and educational development, reinforcing its central role in digital learning environments. This study contributes to the growing body of literature on mobile learning by integrating elements from the technology acceptance model (TAM), Constructivist Learning Theory, and Engagement Theory. It offers practical and theoretical implications for educators, app developers, and policymakers aiming to foster meaningful student engagement and academic growth through mobile learning platforms.

References

[1] N. A. A. Abdelwahed and B. A. Soomro, “Attitudes and intentions towards the adoption of mobile learning during COVID-19: Building an exciting career through vocational education,” Education + Training, vol. 65, no. 2, pp. 210–231, 2023.

[2] A. Alam and A. Mohanty, “Learning on the move: A pedagogical framework for state-of-the-art mobile learning,” in Proc. Int. Conf. Data Management, Analytics & Innovation, 2023.

[3] C.-C. Chen, C.-C. Liu, T.-H. Chiu, Y.-W. Lee, and K.-C. Wu, “Role of perceived ease of use for augmented reality app designed to help children navigate smart libraries,” Int. J. Human-Computer Interaction, vol. 39, no. 13, pp. 2606–2623, 2023.

[4] S. Papadakis, S. O. Semerikov, and A. M. Striuk, “Embracing digital innovation and cloud technologies for transformative learning experiences,” in Proc. 11th Workshop Cloud Technologies in Education (CTE 2023), vol. 3679, pp. 1–21, 2023.

[5] S. A. Booton, A. Hodgkiss, and V. A. Murphy, “The impact of mobile application features on children’s language and literacy learning: A systematic review,” Computer Assisted Language Learning, vol. 36, no. 3, pp. 400–429, 2023.

[6] M. K. Budiarto, G. Gunarhadi, and A. Rahman, “Technology in education through mobile learning application (MLA) and its impact on learning outcomes: Literature review,” J. Education and Learning (EduLearn), vol. 18, no. 2, pp. 413–420, 2024.

[7] M. Al-Emran and C. Griffy-Brown, “The role of technology adoption in sustainable development: Overview, opportunities, challenges, and future research agendas,” Technology in Society, vol. 73, p. 102240, 2023.

[8] K. Çelik and A. Ayaz, “Evaluation of metaverse use intention in software education of university students: Combining technology acceptance model with external variables,” Educational Technology Research and Development, vol. 73, no. 1, pp. 641–662, 2025.

[9] J. Díaz-Arancibia et al., “Navigating digital transformation and technology adoption: A literature review from small and medium-sized enterprises in developing countries,” Sustainability, vol. 16, no. 14, p. 5946, 2024.

[10] B. Chung and N. Lo, “A comparative study of self-regulated English learning through mobile language-learning applications in post-pandemic Hong Kong and South Korea,” Smart Learning Environments, vol. 12, no. 1, pp. 1–18, 2025.

[11] K. Lalani, J. Crawford, and K. Butler-Henderson, “Academic leadership during COVID-19 in higher education: Technology adoption and adaptation for online learning during a pandemic,” Int. J. Leadership in Education, vol. 28, no. 1, pp. 1–17, 2025.

[12] V. P. Dennen and M. K. Jones, “The role of the online instructor: A nexus of skills, activities, and values that support learning,” in Handbook of Open, Distance and Digital Education, pp. 1073–1088. Springer, 2023.

[13] W. A. Hazaymeh, A. Bouzenoun, and A. Remache, “EFL instructors’ perspective on using AI applications in English as a foreign language teaching and learning,” Emerging Science Journal, vol. 8, no. 5, pp. 73–87, 2024.

[14] I. Nicolaidou, P. Pissas, and D. Boglou, “Comparing immersive virtual reality to mobile applications in foreign language learning in higher education: A quasi-experiment,” Interactive Learning Environments, vol. 31, no. 4, pp. 2001–2015, 2023.

[15] X. Wang and B. L. Reynolds, “Beyond the books: Exploring factors shaping Chinese English learners’ engagement with large language models for vocabulary learning,” Education Sciences, vol. 14, no. 5, p. 496, 2024.

[16] S. Attuquayefio, D. Aboagye-Darko, and A. Q. Okronipa, “Digital academic entrepreneurship in emerging economies: Antecedents of social media adoption for academic entrepreneurship,” Education and Information Technologies, vol. 29, no. 10, pp. 11765–11791, 2024.

[17] R. Lopez-Chila, N. Mora-Chiquito, and D. Saavedra-Muñoz, “Enhancing the student academic profile: Trend analysis of technology adoption in automotive engineering,” in Proc. 2025 IEEE Engineering Education World Conf. (EDUNINE), 2025.

[18] J. N. Lyanda, G. A. Koteng, and R. O. Ong’unya, “School administration support systems for educational technology adoption and students’ academic achievement in secondary schools in Kenya,” African Journal of Empirical Research, vol. 4, no. 2, pp. 363–374, 2023.

[19] M. Z. M. Fuzi and W. A. J. W. Yahaya, “Empowering problem-solving in computer science: A need analysis for a computational thinking mobile learning application,” Asian Journal of Research in Education and Social Sciences, vol. 6, no. 1, pp. 408–417, 2024.

[20] J. Khlaisang, N. Songkram, F. Huang, and T. Teo, “Teachers’ perception of the use of mobile technologies with smart applications to enhance students’ thinking skills,” Interactive Learning Environments, vol. 31, no. 8, pp. 5037–5058, 2023.

[21] A. Woick et al., “Metaverse in higher education – A systematic literature review,” 2024, doi: 10.18690/um.fov.4.2024.4

[22] J. Fan and Z. Wang, “The impact of gamified interaction on mobile learning app users’ learning performance,” Behaviour & Information Technology, vol. 44, no. 7, pp. 1306–1319, 2025.

[23] S. Papadakis et al., “Advancing lifelong learning with AI-enhanced ICT,” in Proc. IX Int. Workshop on Professional Retraining and Life-Long Learning using ICT (3L-Person 2024), pp. 1–9, 2024.

[24] H. Wu, Y. Wang, and Y. Wang, “To use or not to use? Determinants of EFL learners’ behavioral intention to use AI,” Int. Rev. Research in Open and Distributed Learning, vol. 25, no. 3, pp. 158–178, 2024.

[25] S. Bedenlier et al., “Facilitating student engagement through educational technology in higher education,” Australasian Journal of Educational Technology, vol. 36, pp. 126–150, 2020.

[26] K. Daniel et al., “Motivate students for better academic achievement,” Computer Applications in Engineering Education, vol. 32, no. 4, p. e22733, 2024.

[27] D. Y. Park and H. Kim, “Determinants of intentions to use digital mental healthcare content,” Sustainability, vol. 15, no. 1, p. 872, 2023.

[28] N. Yao and Q. Wang, “Factors influencing pre-service special education teachers’ intention toward AI in education,” Heliyon, vol. 10, no. 14, 2024.

[29] M. Shortt et al., “Gamification in mobile-assisted language learning,” Computer Assisted Language Learning, vol. 36, no. 3, pp. 517–554, 2023.

[30] A. A. Linus et al., “Perceived usefulness, ease of use, and intention to utilize online tools for learning,” Indonesian Journal of Multidisciplinary Research, vol. 5, no. 1, pp. 41–52, 2025.

[31] N. Nuryakin, N. L. P. Rakotoarizaka, and H. G. Musa, “The effect of perceived usefulness and perceived ease of use on student satisfaction,” APMBA, vol. 11, no. 3, pp. 323–336, 2023.

[32] Z. Luo, “Determinants of the perceived usefulness in gamification for ESL teaching,” Education and Information Technologies, vol. 28, no. 4, pp. 4741–4768, 2023.

[33] R. Scherer et al., “Profiling teachers’ readiness for online teaching,” Computers in Human Behavior, vol. 118, p. 106675, 2020.

[34] Z. Meng and R. Li, “Understanding Chinese teachers’ informal online learning continuance,” Journal of Computing in Higher Education, vol. 36, no. 2, pp. 275–297, 2024.

[35] M. Matsieli and S. Mutula, “COVID-19 and digital transformation in higher education institutions,” Education Sciences, vol. 14, no. 8, 2024.

[36] J. Xie and A. P. Correia, “The effects of instructor participation in asynchronous online discussions,” British Journal of Educational Technology, vol. 55, no. 1, pp. 71–89, 2024.

[37] B. Kristanto, T. Glomjai, and D. Putri, “Enhancing nursing students’ long-term retention through multimedia mobile learning,” Journal of Advanced Health Informatics Research, vol. 2, no. 1, pp. 12–23, 2024.

[38] J. Sani and D. Ratri, “Effectiveness of gamification elements in mobile-based English learning,” International Journal of Language Education and Cultural Review, vol. 10, no. 2, pp. 213–226, 2024.

[39] H. M. Iddrisu, S. A. Iddrisu, and B. Aminu, “Gender differences in the adoption of AI writing tools,” International Journal of Educational Innovation and Research, vol. 4, no. 1, pp. 110–111, 2025.

[40] T. Wang et al., “Exploring the role of AI assistants in computer science education,” in Proc. IEEE Symp. Visual Languages and Human-Centric Computing (VL/HCC), 2023.

[41] F. Saleem, E. Chikhaoui, and M. I. Malik, “Technostress in students and quality of online learning,” Frontiers in Education, 2024.

[42] X. Liu and X. Shao, “Modern mobile learning technologies in online piano education,” Interactive Learning Environments, vol. 32, no. 4, pp. 1279–1290, 2024.

[43] J. Garzón and G. Lampropoulos, “Mobile learning for science education,” Interactive Learning Environments, vol. 32, no. 10, pp. 6735–6750, 2024.

[44] R. Zhi, Y. Wang, and Y. Wang, “The role of emotional intelligence and self-efficacy in EFL teachers’ technology adoption,” Asia-Pacific Education Researcher, vol. 33, no. 4, pp. 845–856, 2024.

[45] M. M. M. Fuzi and W. A. J. W. Yahaya, “Assessing the role of mobile applications in improving stoichiometry understanding,” Int. J. Advanced Research in Education and Society, vol. 6, no. 1, pp. 349–360, 2024.

[46] M. Mannan et al., “Technology adoption for higher education in Bangladesh,” Journal of Education and Social Sciences, vol. 24, no. 1, pp. 1–9, 2023.

[47] L. Zhou and G. M. Alam, “Commercial higher education strategies for recruiting international students in China,” Discover Sustainability, vol. 5, no. 1, p. 33, 2024.

[48] P. Sun et al., “Investigating students’ behavioral intention to use ChatGPT for educational purposes,” Sustainable Futures, vol. 9, p. 100531, 2025.

[49] F. D. Davis, “Perceived usefulness, perceived ease of use, and user acceptance of information technology,” MIS Quarterly, pp. 319–340, 1989.

[50] T. Teo, “Factors influencing teachers’ intention to use technology,” Computers & Education, vol. 57, no. 4, pp. 2432–2440, 2011.

[51] D. Laurillard, Teaching as a Design Science. Routledge, 2013.

[52] S. Marshall, “Engagement theory, WebCT, and academic writing in Australia,” Int. J. Education and Development using ICT, vol. 3, no. 2, 2007.

[53] J. A. Fredricks, M. Filsecker, and M. A. Lawson, “Student engagement, context, and adjustment,” in Advances in Motivation and Achievement, vol. 43, pp. 1–4. Elsevier, 2016.

[54] V. Chan, “Impact of an extended reality-powered mobile application,” Interactive Learning Environments, pp. 1–23, 2025.

[55] C. A. Eden, O. N. Chisom, and I. S. Adeniyi, “Online learning and community engagement,” World Journal of Advanced Research and Reviews, vol. 21, no. 3, pp. 232–239, 2024.

[56] J. Zhao and N. Zhao, “The impact of interactive mobile learning on enhancing university students’ English-speaking proficiency,” Int. J. Interact. Mobile Technol. (iJIM), vol. 18, no. 24, pp. 130–144, 2024. doi: 10.3991/ijim.v18i24.53093.

[57] W. Zhao, “Driving the integration of mobile learning and blended learning models in higher education,” Int. J. Interact. Mobile Technol. (iJIM), vol. 19, no. 05, pp. 45–59, 2025. doi: 10.3991/ijim.v19i05.54529.

[58] H. Li, K. Numtong, D. Gan, and W. P. Ngern, “Mapping mobile learning adoption in online education: A BERTopic review of TAM studies (2020–2024),” Int. J. Interact. Mobile Technol. (iJIM), vol. 19, no. 19, pp. 19–38, 2025. doi: 10.3991/ijim.v19i19.56907.