Extending the Technology Acceptance Model with Multimedia Richness: Predicting Students’ Intention to Continue in Mobile-Based Distance Learning
Keywords:
Mobile Learning, Multimedia Richness, Perceived Usefulness, Sustainability Intention, Technology Acceptance ModelAbstract
Mobile-based distance learning is increasingly being implemented in higher education; however, the sustainability of platform usage remains a challenge because students do not always maintain engagement after the initial adoption phase. This study aims to analyze the influence of multimedia richness on students’ intention to continue using mobile learning by extending the Technology Acceptance Model (TAM) framework. The study employed a quantitative approach with a cross-sectional survey design involving 250 active mobile learning users among Indonesian university students. Data were collected via a 5-point Likert scale questionnaire and analyzed using PLS-SEM through SmartPLS 4. The results indicate that multimedia richness significantly influences perceived usefulness (β = 0.389; t = 6.241; p < 0.001) and perceived ease of use (β = 0.569; t = 10.832; p < 0.001). Perceived usefulness significantly influences sustainability intention (β = 0.412), while perceived ease of use also significantly influences it (β = 0.238). Additionally, multimedia richness has a direct effect on sustainability intention (β = 0.152; p = 0.016). Mediation analysis indicates that perceived usefulness and perceived ease of use partially mediate the relationship between multimedia richness and sustainability intention, with a total indirect effect of 0.295. The research model explains 58.3% of the variation in students’ sustainability intention. These findings confirm that multimedia richness is a key factor in enhancing perceived ease of use, perceived usefulness, and the sustainability of mobile learning use.Keywords: multimedia richness, Technology Acceptance Model, mobile learning, perceived usefulness, perceived ease of use, sustainability intention.
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