Configuring complex and dynamic determinants of undergraduate students’ continuous usage of learning management system mobile apps: Insights from fsQCA

Abstract

Research lacks a comprehensive analysis of the factors influencing students’ continuous usage of learning management system (LMS) mobile applications, especially considering the heterogeneity and dynamic psychological changes among undergraduate students. This study employed an integrative stimulus-organism-response model and complexity theory for exploring the complex and dynamic processes that lead to students’ continuous usage intentions, based on their perceptions of app quality attributes and emotional responses. Using fuzzy-set qualitative comparative analysis on survey data collected from 400 undergraduate students in China, this study identified six distinct configurations that encompassed various combinations of app quality attributes and emotional responses, which may contribute to students’ intention to continue using LMS apps. The findings highlight the complex and dynamic nature of students’ reactions to LMS apps in the context of higher education. It offers significant implications for higher education educators, enabling them to better understand their students and enhance students’ intentions to continuously use LMS apps in their learning activities.

Implications for practice or policy:

• LMS operators should comprehensively address both app quality attributes and students’ affective responses to increase students’ continuous usage intentions.
• Instructors should endeavour to elicit students’ affective responses to LMS applications through various integrated course activities.
• Instructors should focus on improving their attitudes, increasing student interactions and encouraging students’ feelings of autonomy.