Unveiling the motivational role of cognitive, social, and affective needs in mobile learning adoption through the lens of uses and gratifications theory

While the significance of motivation in the adoption of mobile learning has been well-documented in numerous studies, empirical evidence regarding the roles of cognitive, social, and affective needs remains limited. This presents a notable gap in the field of education concerning the influence of motivational factors on mobile learning acceptance. To address this gap, our study adopts a motivational perspective by extending the Technology Acceptance Model (TAM) with the Uses and Gratifications Theory (UGT). Our primary objective is to investigate the motivational variables influencing university students' behavioral intention to use mobile learning. We collected data from 7,426 university students through an online survey. Subsequently, we employed factor analysis and the structural equation modeling for analysis. Our proposed model demonstrated a remarkable explanatory power, accounting for 76.7% of behavioral intention. Notably, the findings highlight the paramount influence of constructs rooted in the uses and gratifications theory (specifically, social needs, cognitive needs, and affective needs) on behavioral intention. These needs emerge as fundamental motivators in shaping the intention to use mobile learning. This study contributes valuable empirical evidence by incorporating the uses and gratifications theory into the technology acceptance model, shedding light on how this integration influences the intention to use mobile learning. It underscores the substantial roles played by cognitive, affective, and social needs in the realm of mobile learning. In light of these findings, the study delves into both theoretical and practical implications, offering a foundation for future research endeavors.