Examining Thai CFL learners’ continuance intention to use kahoot! in Chinese language classrooms with an extended expectation-confirmation model

Although Kahoot! has been widely used in language classrooms and has been associated with greater classroom participation and engagement, less is known about whether learners with prior experience intend to continue using it and how different post-adoption perceptions are associated with such intentions. Drawing on the Expectation-Confirmation Model (ECM), this study examined perceived usefulness (PU), perceived ease of use (PEOU), perceived enjoyment (PENJ), and perceived interactivity (PI) as four distinct post-adoption perceptions within Kahoot!-supported Chinese as a foreign language (CFL) learning. Data were collected from 519 Thai high-school CFL learners in Bangkok with prior Kahoot! experience and analyzed using partial least squares structural equation modeling. Confirmation (CON) was positively associated with all four post-adoption perceptions and with satisfaction (SAT), and each of the four perceptions was positively associated with SAT. PU, PEOU, PENJ, and SAT were positively associated with continuance intention (CI), whereas PI showed no significant direct association with CI but a significant indirect association involving SAT. Significant indirect associations linking CON and CI were also observed, including those involving the post-adoption perceptions and SAT. Theoretically, the differentiated associations with CI suggest that extending the ECM with context-relevant post-adoption perceptions requires attention not only to which perceptions are incorporated, but also to how each is associated with SAT and CI. Practically, CFL teachers considering continued Kahoot! use may benefit from obtaining separate feedback on learners’ PU, PEOU, PENJ, PI, and SAT across repeated classroom use when reviewing whether Kahoot! should be retained in subsequent CFL classes.