Factors Affecting University Students' Intention to Use Mobile Apps for Intercultural Competence Development: A Mixed-Method Approach

Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: [email protected]; Web site: https://link.springer.com/

Y

36

Foreign Countries; Intercultural Communication; Cultural Pluralism; Interpersonal Competence; Electronic Learning; Handheld Devices; Telecommunications; Multicultural Education; College Students; Technology Uses in Education; Usability; Computer Oriented Programs; Student Attitudes; Student Behavior; Intention

10.1007/s10639-023-12106-8

1360-2357
1573-7608

Despite the rising awareness that mobile technologies can be used as viable options for additional support for intercultural learning, few studies have been conducted to explore the feasibility of using mobile apps to develop intercultural competence (IC) from the perspectives of learners' acceptance and user experiences. This study applied a mixed-method approach to investigate factors affecting university students' acceptance of using mobile apps to develop their IC. Quantitative survey data were collected from 671 Chinese university students using measures developed based on the extended technology acceptance model. The results of structural equation modeling indicated that students' perceived usefulness (PU) of mobile apps supporting IC development positively influenced their mobile application efficacy, subjective norms, and perceived enjoyment. Additionally, their perceived ease of use (PEU) concerning the apps was positively associated with their mobile application efficacy, perceived enjoyment, and previous experiences, while being negatively associated with mobile application anxiety. PU and PEU were also found to be positively related to students' attitudes towards and behavioral intention to use apps for intercultural learning. Qualitative interviews were subsequently conducted with six students to investigate the underlying reasons for the predictors identified quantitatively following their actual use of three recommended apps over three consecutive weeks. The results of content analysis uncovered a range of categories that provided further insights into the statistical findings. Implications of the findings were discussed in the context of technology-enhancing intercultural education.

As Provided

2024

EJ1421136