TY - JOUR
T1 - AI-powered learning application use and gratification
T2 - an integrative model
AU - Chang, Younghoon
AU - Lee, Seongyong
AU - Wong, Siew Fan
AU - Jeong, Seon phil
N1 - Funding Information:
This work was supported by Foreign High-Talent Subsidy Program—Beijing Municipal Government (Grant No: J202114) and the National Natural Science Foundation of China (Grant No: 72172013, 72110107003).
Publisher Copyright:
© 2021, Emerald Publishing Limited.
PY - 2022/12/7
Y1 - 2022/12/7
N2 - Purpose: As the center of the fourth industrial revolution, artificial intelligence (AI) has marked its presence in various disciplines including the education field in the form of AI-powered learning applications. The purpose of this study is to build a research model capturing the relationships among use contexts, user gratification, attitude, learning performance and continuous intention to use an AI-powered English learning application. Design/methodology/approach: Using the use and gratification theory, use contexts and the belief-attitude-intention theory, this paper uses a quantitative approach based on a survey method for data collection and structural equation modeling for analysis. A total of 478 students from an international university in Guangdong, China, participated in the survey after using Liulishuo for two weeks. Findings: The results showed that perceived use contexts affected all variables associated with gratifications-obtained and gratification-opportunities. With the exception of social integrativeness, all other gratification-based factors significantly affected attitude. The attitude in turn significantly influenced learning performance and continuous use intention. Originality/value: Mobile AI-powered learning applications are at the center of research on technology-enhanced learning in the age of media and technology convergence. The study is timely and contributes to the discussion of the roles of use context and gratifications on technology users’ attitudes and behavioral intentions.
AB - Purpose: As the center of the fourth industrial revolution, artificial intelligence (AI) has marked its presence in various disciplines including the education field in the form of AI-powered learning applications. The purpose of this study is to build a research model capturing the relationships among use contexts, user gratification, attitude, learning performance and continuous intention to use an AI-powered English learning application. Design/methodology/approach: Using the use and gratification theory, use contexts and the belief-attitude-intention theory, this paper uses a quantitative approach based on a survey method for data collection and structural equation modeling for analysis. A total of 478 students from an international university in Guangdong, China, participated in the survey after using Liulishuo for two weeks. Findings: The results showed that perceived use contexts affected all variables associated with gratifications-obtained and gratification-opportunities. With the exception of social integrativeness, all other gratification-based factors significantly affected attitude. The attitude in turn significantly influenced learning performance and continuous use intention. Originality/value: Mobile AI-powered learning applications are at the center of research on technology-enhanced learning in the age of media and technology convergence. The study is timely and contributes to the discussion of the roles of use context and gratifications on technology users’ attitudes and behavioral intentions.
KW - Artificial intelligence
KW - E-learning
KW - Informal learning
KW - Mobile learning
KW - Use and gratification
KW - User satisfaction
UR - http://www.scopus.com/inward/record.url?scp=85117965797&partnerID=8YFLogxK
U2 - 10.1108/ITP-09-2020-0632
DO - 10.1108/ITP-09-2020-0632
M3 - Article
AN - SCOPUS:85117965797
SN - 0959-3845
VL - 35
SP - 2115
EP - 2139
JO - Information Technology and People
JF - Information Technology and People
IS - 7
ER -