An Empirical Analysis of School Students’ Continuance Intention to Use Mobile Learning

School students are increasingly using mobile applications to enhance their learning. The adoption of mobile learning apps by students was accelerated by the partial or complete school closures for nearly two years, i.e., 2020 and 2021 due to the COVID-19 pandemic. This study used structural equation modeling analysis to investigate the impact of social influence, facilitating conditions, perceived usefulness, and perceived enjoyment on continuance intention to use mobile learning apps among school students. The data for the study were collected from 366 students of public and private schools of the NCT, Delhi, India using a paper-based survey questionnaire. The results revealed that social influence and perceived enjoyment predicted continuance intention. Interestingly, perceived usefulness had an insignificant direct but significant indirect effect on continuance intention. In addition, implications for researchers, and mobile learning app managers and designers have been discussed.