Abstract—Using interactive behavior to improve the
efficiency of mobile learning is an important measure. This
research uses structural equation model to construct a mediator
model that regulates mobile learning interactive behavior, and
investigates the influencing factors and mechanism of mobile
learning interactive learning behavior. The results of a
questionnaire survey conducted on a sample of 418
undergraduate students revealed that platform functionality,
self-efficacy, teacher supervision, perceived usefulness,
perceived ease of use, and interactive attitude have a significant
positive effect on interactive behavior; perceived ease of use
influenced interaction attitude through the employment of
perceived usefulness as a mediator, which in turn influenced
interaction behavior; the process of perceived ease of use
impacting interaction attitude is heavily influenced by teacher
supervision. Therefore, mobile learning implementers can
promote the interactive behavior of mobile learners by
improving the ease of use and usefulness of the mobile learning
platform, strengthening the role of teachers in the process of
mobile learning, and creating a good mobile learning
Index Terms—Mobile learning, interactive behavior, teacher supervision, moderated mediator.
The authors are with the College of Education, Zhejiang University of Technology, Hangzhou, China (corresponding author: Haojun Li; e-mail: firstname.lastname@example.org, email@example.com).
Cite: Jieya Huang and Haojun Li, "Influencing Factors of Mobile Learning Interactive Behavior: Moderated Mediating Effect," International Journal of Information and Education Technology vol. 12, no. 8, pp. 772-777, 2022.Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).