A proposed framework to understand the intrinsic motivation factors on university students' behavioral intention to use a mobile application for learning

Abstract

By integrating a motivational perspective into the Technology Acceptance Model, the goal of this study is to empirically test the causal relationship of intrinsic mo-tivational factors on students' behavioral intention to use (BIU) a mobile applica-tion for learning. Background Although the Technology Acceptance Model is a significant model, it largely re-mains incomplete as it does not take into consideration the motivation factors and/or outside influences in the adoption of new technology. Methodology A Mobile Application Motivation Instrument (MAMI) was developed from a comprehensive review of literature on intrinsic motivation and verified using a formalized card sorting procedure. Four intrinsic motivation scales were devel-oped: perceived competence (COM), perceived challenge (CHA), perceived choice (CHO), and perceived interest (INT). Consequently, a scale to assess stu-dents' behavioral intention (BIU) to use mobile applications was developed using existing scales from prior TAM instruments. Contribution Incorporating the motivational factors into TAM may provide better explanation and prediction of student acceptance and usage of mobile applications. A poten-tial contribution of this study is the development of a reliable and valid instru-ment that could be further used by a growing community of researchers, instruc-tional designers, and instructors. Findings Data were collected from 193 participants to test the causal relationship of perceived competence (COM), perceived challenge (CHA), perceived choice (CHO), and perceived interest (INT) on students' behavioral inten-tion to use (BIU) a mobile application, using a structural equation model-ing approach. The structural path model indicated that perceived compe-Intrinsic Motivation Factors to Use a Mobile Application for Learning 144 tence (COM), perceived challenge (CHA), perceived choice (CHO), and perceived interest (INT) had a significant influence on students' behavioral intention to use (BIU) a mobile application for learning. Implications of this study are important for researchers and educational practitioners. Future Research One environmental dimension, understudied but with likely implications for in-trinsic motivation, is the social environment.