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Predictors of Student Satisfaction with Mosoteach in Early Childhood Education: An Integrated TAM-ECT Model |
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| รหัสดีโอไอ | |
| Creator | Jingyu Xia |
| Title | Predictors of Student Satisfaction with Mosoteach in Early Childhood Education: An Integrated TAM-ECT Model |
| Publisher | Assumption University Press |
| Publication Year | 2569 |
| Journal Title | Journal of Interdisciplinary Research |
| Journal Vol. | 11 |
| Journal No. | 2 |
| Page no. | 119-129 |
| Keyword | Mobile learning, Student satisfaction, Technology Acceptance Model, Early Childhood Education, Structural equation modeling |
| URL Website | https://assumptionjournal.au.edu/index.php/eJIR/article/view/10147 |
| Website title | JIR |
| ISSN | 2408-1906 |
| Abstract | This study examined the factors influencing Early Childhood Education (ECE) students' satisfaction with the Mosoteach mobile learning application in Teaching Methodology courses at non-government higher education institutions in China. Based on the Technology Acceptance Model (TAM), Expectation Confirmation Theory (ECT), the study investigated the relationships among perceived usefulness, perceived ease of use, engagement, perceived enjoyment, attitude toward use, perceived learning, and student satisfaction. A quantitative research design was employed using a structured questionnaire comprising validated measurement scales adapted from previous studies and administered to 307 ECE students with prior experience using Mosoteach. The measurement instrument demonstrated satisfactory reliability and validity. Data were analyzed using Pearson correlation, and Structural Equation Modeling (SEM). The results showed that engagement, perceived usefulness, perceived enjoyment, perceived ease of use, and attitude toward use had significant positive effects on student satisfaction, with engagement emerging as the strongest predictor. Perceived learning did not have a significant direct effect on satisfaction. Together, the predictor variables explained 54.8% of the variance in student satisfaction. The findings indicate that student satisfaction with mobile learning is primarily associated with engagement, technology acceptance, and positive attitudes toward use, while perceived learning alone does not directly contribute to satisfaction. |
