What influences vocational college students’ actual use of mobile learning? An empirical study using the PLS-SEM method

The vulnerable group of students in vocational institutions seems to have received insufficient attention in today's world of digital change. Thus, this study aimed to explore the factors influencing vocational college students’ actual use of mobile learning, and examine the moderating effect of gender. For this purpose, the technology acceptance model was adopted. There were 319 vocational college students from Liaoning (China), and these data were analyzed using a partial least squares structural equation modeling (PLS-SEM) method. The results showed that vocational college students’ behavioral intention positively and significantly affected their actual use of mobile learning. Based on the multi-group analysis, it was indicated that gender had a significant moderating effect on the relationship between perceived ease of use and perceived usefulness and attitude and behavioral intention. This study provides empirical evidence revisiting the rationality of the classic technology acceptance model. Additionally, the findings are also beneficial for the leaders and teachers in vocational college to promote students’ actual use of mobile learning in an era of global technological change.