TY - CONF
T1 - The role of mobile social application in stimulating learning stickiness in blended learning
AU - Zhang, Lin
AU - Zhao, Tuo
AU - Shao, Zhen
AU - Brown, Susan A.
N1 - Funding Information: This research was supported by the National Natural Science Foundation of China (71771064), the China Scholarship Council (201906125008), the Ministry of Education of Humanities and Social Science Project (17YJC630118) and the Postdoctoral Scientific Research Development Fund (LBH-Q17055). Publisher Copyright: © Proceedings of the 24th Pacific Asia Conference on Information Systems: Information Systems (IS) for the Future, PACIS 2020. All rights reserved.
PY - 2020
Y1 - 2020
N2 - Drawing upon presence and engagement literature, this study developed a research model to examine the influence mechanism of mobile social application usage on students' learning stickiness in the context of blended learning. We conducted a between-subject quasi-experiment and considered mobile social application usage as an experimental treatment. The empirical results suggested that usage of the mobile social application increased learning stickiness through the mediation mechanisms of presence and engagement. Moreover, we divided engagement into online and offline engagement and examined their separate influence on students' learning stickiness in blended learning. This study contributes to the extant literature by identifying the salient role of mobile social application usage in stimulating learning stickiness, and uncovering its influence mechanism from a lens of presence and engagement.
AB - Drawing upon presence and engagement literature, this study developed a research model to examine the influence mechanism of mobile social application usage on students' learning stickiness in the context of blended learning. We conducted a between-subject quasi-experiment and considered mobile social application usage as an experimental treatment. The empirical results suggested that usage of the mobile social application increased learning stickiness through the mediation mechanisms of presence and engagement. Moreover, we divided engagement into online and offline engagement and examined their separate influence on students' learning stickiness in blended learning. This study contributes to the extant literature by identifying the salient role of mobile social application usage in stimulating learning stickiness, and uncovering its influence mechanism from a lens of presence and engagement.
KW - Blended learning
KW - Engagement
KW - Learning stickiness
KW - Mobile social application usage
KW - Social presence
KW - Telepresence
UR - http://www.scopus.com/inward/record.url?scp=85090626187&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85090626187&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/record.url?scp=85089122243&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85089122243&partnerID=8YFLogxK
M3 - Paper
T2 - 24th Pacific Asia Conference on Information Systems: Information Systems (IS) for the Future, PACIS 2020
Y2 - 20 June 2020 through 24 June 2020
ER -