2021/10/26 by Younghoon Chang, Seongyong Lee, Siew Fan Wong +2 · 1 citation
Computer Science · Decision Sciences · Social Sciences · #AI in Service Interactions #Digital Marketing and Social Media #Technology Adoption and User Behaviour
paper · doi:10.1108/itp-09-2020-0632
openalex publication_date 2021/10/26 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28
Purpose As the center of the fourth industrial revolution, artificial intelligence (AI) has marked its presence in various disciplines including the education field in the form of AI-powered learning applications. The purpose of this study is to build a research model capturing the relationships among use contexts, user gratification, attitude, learning performance and continuous intention to use an AI-powered English learning application. Design/methodology/approach Using the use and gratification theory, use contexts and the belief-attitude-intention theory, this paper uses a quantitative approach based on a survey method for data collection and structural equation modeling for analysis. A total of 478 students from an international university in Guangdong, China, participated in the survey after using Liulishuo for two weeks. Findings The results showed that perceived use contexts affected all variables associated with gratifications-obtained and gratification-opportunities. With the exception of social integrativeness, all other gratification-based factors significantly affected attitude. The attitude in turn significantly influenced learning performance and continuous use intention. Originality/value Mobile AI-powered learning applications are at the center of research on technology-enhanced learning in the age of media and technology convergence. The study is timely and contributes to the discussion of the roles of use context and gratifications on technology users’ attitudes and behavioral intentions.