Drivers of Mobile Learning App Usage–Measurement Model Inventory

Abstract

The Drivers of Mobile Learning App Usage–Measurement Model (Yeh et al., 2023) was developed within a study investigating factors influencing m-learning app acceptance among mobile phone users, specifically examining how personality, readiness, and motivation contribute to this acceptance. A six-section questionnaire was constructed based on existing research. This included: John et al.’s (1991) Big Five Inventory (BFI) scale, with all originally reverse-scored measures rephrased as positive; Carducci’s (2009) 10-pair I-E scale, derived from Rotter’s (1966) 29-pair scale; and an m-learning readiness scale comprising three dimensions (m-learning self-efficacy, optimism, and self-directed learning) developed by Lin et al. (2016). Intrinsic and extrinsic motivation were conceptualized in alignment with Davis et al. (1992), who posited that perceived enjoyment and perceived usefulness are conceptually equivalent to intrinsic and extrinsic motivation, respectively. Finally, the intention to use m-learning apps was assessed using 3 items from Wang et al. (2009). Data were collected from the general population to validate the measure, and results concerning reliability, validity, and factor structure were reported.

Keywords

Big-Five Personality Model; Extrinsic Motivation; Intrinsic Motivation; Locus of Control; M-Learning App Acceptance; Mobile Learning Readiness

Authors

Yeh, Ching-Hsuan; Wang, Yi-Shun; Wang, Yu-Min; Liao, Ting-Jun

Purpose

The purpose of this measurement model is to assess the factors that drive mobile learning (m-learning) app usage.

Validity

Convergent Validity: The Average Variance Extracted (AVE) values for all constructs were higher than 0.7, indicating that the nine focal constructs explained more than half of the variance for their respective items.

Discriminant Validity: All cross-loadings of the items on other constructs were lower than the factor loadings on their corresponding construct. The Fornell-Larcker method demonstrated that the square root of each construct’s AVE value was higher than its correlations with other constructs. Both the cross-loadings and the Fornell-Larcker method results confirmed that items were specifically captured by their respective constructs and that the constructs were sufficiently distinct from one another.

Reliability

Internal Consistency: Cronbach’s alpha and composite reliability were employed to assess the internal consistency reliability of the items. The values ranged from 0.87 to 0.95 for Cronbach’s alpha and from 0.90 to 0.97 for composite reliability.

Factor Analysis

Test Factor Analysis: All ten focal constructs were reflectively specified within the measurement model. Locus of control was measured using a single item, and no specific validity or reliability information was reported for this item (Hair et al., 2017). Factor loadings (also known as indicator reliability or outer loadings) were utilized to ensure convergent validity, with values greater than 0.7 indicating that at least half of an item’s variance was extracted from its corresponding construct. The initial calculation identified that one item measuring extraversion, one measuring conscientiousness, four measuring openness to experience, two measuring agreeableness, three measuring neuroticism, and one measuring m-learning readiness did not meet the required threshold value. After these items were eliminated, a subsequent calculation revealed satisfactory factor loadings for all remaining items.

Instrument: Drivers of Mobile Learning App Usage–Measurement Model

• Test Type: Original

• Format: All measures, with the exception of locus of control, are scored using 7-point Likert scales.

• Language Available: English

• Population Group: Human (Male and Female)

• Age Group: Adulthood (18 years and older), including Young Adulthood (18-29 years), Thirties (30-39 years), and Middle Age (40-64 years).

• Population Details: Respondents from the general population.

• Test Methodology: Test Validity, Convergent Validity, Discriminant Validity, Test Reliability, Internal Consistency, Factor Analysis, Measurement Model.

Keywords

Big-Five Personality Model; Extrinsic Motivation; Intrinsic Motivation; Locus of Control; M-Learning App Acceptance; Mobile Learning Readiness

Authors including

• Author ORCID Identifier:

  • Yeh, Ching-Hsuan: http://orcid.org/0000-0003-1308-3602

  • Wang, Yu-Min: http://orcid.org/0000-0002-2096-6801

• Affiliation:

  • Yeh, Ching-Hsuan: Department of International Business, Feng Chia University

  • Wang, Yi-Shun: Department of Information Management, National Changhua University of Education

  • Wang, Yu-Min: Department of Information Management, National Chi Nan University

  • Liao, Ting-Jun: Department of Information Management, National Chung Hsing University

• Email addresses:

  • Wang, Yi-Shun: [email protected]

• Correspondence Address:

  • Wang, Yi-Shun: [email protected]

Permissions & Fee and Test Year

• Permissions: Contact Publisher

• Commercial: No

• Fee: No

• Test Year: 2023

References

Yeh, C.-H., Wang, Y.-S., Wang, Y.-M., & Liao, T.-J. (2023). Drivers of mobile learning app usage: An integrated perspective of personality, readiness, and motivation. Interactive Learning Environments, 31(6), 3577–3594. https://doi.org/10.1080/10494820.2021.1937658

Items of the Drivers of Mobile Learning App Usage–Measurement Model

The measure consists of 48 items.
No data is Available regarding the specific items of the scale.

Focal Constructs:

• Extraversion

• Conscientiousness

• Openness to experience

• Agreeableness

• Neuroticism

• Locus of control

• Mobile learning readiness

• Intrinsic motivation

• Extrinsic motivation

• Intention to use m-learning apps.

Extraversion (John et al., 1991; Cronbach’s α = 0.94, CR = 0.95, AVE = 0.73)

Conscientiousness (John et al., 1991; Cronbach’s α = 0.90, CR = 0.92, AVE = 0.59)

Openness to experience (John et al., 1991; Cronbach’s α = 0.87, CR = 0.90, AVE = 0.61)

Agreeableness (John et al., 1991; Cronbach’s α = 0.89, CR = 0.91, AVE = 0.59)

Neuroticism (John et al., 1991; Cronbach’s α = 0.89, CR = 0.91, AVE = 0.67)

Locus of control (Carducci, 2009)

Mobile learning readiness (Lin et al., 2016; Cronbach’s α = 0.90, CR = 0.93, AVE = 0.71)

Intrinsic motivation (Davis et al., 1992; Cronbach’s α = 0.89, CR = 0.93, AVE = 0.83)

Extrinsic motivation (Davis et al., 1992; Cronbach’s α = 0.95, CR = 0.96, AVE = 0.87)

Intention to use m-learning apps (Wang et al., 2009; Cronbach’s α = 0.95, CR = 0.97, AVE = 0.91)

Note. “*” indicates that the item was deleted due to the factor loading not being satisfied. All of the measures, except for locus of control, are scored using 7-point Likert scales. For the locus of control measure, respondents choose one statement from each pair that most accurately reflects his/her personality, with external control statements scored as 1 and internal control statements scored as 0, giving a potential score range for the I-E scale of 0–10. Higher scores are associated with greater external control.