{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,23]],"date-time":"2026-03-23T08:28:14Z","timestamp":1774254494535,"version":"3.50.1"},"reference-count":82,"publisher":"Emerald","issue":"6","license":[{"start":{"date-parts":[[2022,1,3]],"date-time":"2022-01-03T00:00:00Z","timestamp":1641168000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["OIR"],"published-print":{"date-parts":[[2022,9,26]]},"abstract":"<jats:sec>\n                    <jats:title content-type=\"abstract-subheading\">Purpose<\/jats:title>\n                    <jats:p>Studying mobile learning \u2013 the use of electronic devices (i.e. cellphone and tablets) to engage in learning across multiple contexts via connection to peers, media, experts and the larger world is a relatively new academic enterprise. This study analyzes the influencing factors of mobile learning (M-learning) motivation based on the time continuum model of motivation (TCMM).<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title content-type=\"abstract-subheading\">Design\/methodology\/approach<\/jats:title>\n                    <jats:p>The study uses structural equation modeling (SEM) and fuzzy-set qualitative comparative analysis (fsQCA) to verify relationships between mobile learning motivation, attitude, need, stimulation, emotion, ability and reinforcement. Justification for the use of both methods lies in the complementarity relationships that existed between the variables and research methodologies. The sample contains 560 mobile learners' feedback.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title content-type=\"abstract-subheading\">Findings<\/jats:title>\n                    <jats:p>Results show that attitude, need, emotion, ability and reinforcement are important factors to enhance mobile learning motivation, while stimulation is not.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title content-type=\"abstract-subheading\">Practical implications<\/jats:title>\n                    <jats:p>This work highlights the importance of training for app designers on how to design an M-learning App with high learning motivation by paying prior attention to learning content, teaching team and online learning communities.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title content-type=\"abstract-subheading\">Originality\/value<\/jats:title>\n                    <jats:p>This study proposes three precise solutions (scholars, managers and practitioners) to improve learning motivation based on the categorization of mobile learners.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title content-type=\"abstract-subheading\">Peer review<\/jats:title>\n                    <jats:p>\n                      The peer review history for this article is available at:\n                      <jats:ext-link xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" ext-link-type=\"uri\" xlink:href=\"https:\/\/publons.com\/publon\/10.1108\/OIR-04-2021-0226\">https:\/\/publons.com\/publon\/10.1108\/OIR-04-2021-0226<\/jats:ext-link>\n                      .\n                    <\/jats:p>\n                  <\/jats:sec>","DOI":"10.1108\/oir-04-2021-0226","type":"journal-article","created":{"date-parts":[[2021,12,30]],"date-time":"2021-12-30T07:34:41Z","timestamp":1640849681000},"page":"1095-1114","source":"Crossref","is-referenced-by-count":13,"title":["Applying the time continuum model of motivation to explain how major factors affect mobile learning motivation: a comparison of SEM and fsQCA"],"prefix":"10.1108","volume":"46","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-9678-0205","authenticated-orcid":false,"given":"Mingyue","family":"Fan","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-1329-4656","authenticated-orcid":false,"given":"Juliet Wanza","family":"Ndavi","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-7235-6098","authenticated-orcid":false,"given":"Sikandar Ali","family":"Qalati","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-5733-6651","authenticated-orcid":false,"given":"Lin","family":"Huang","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-0984-4114","authenticated-orcid":false,"given":"Zhengjia","family":"Pu","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"140","published-online":{"date-parts":[[2022,1,3]]},"reference":[{"issue":"2","key":"key2022092305284435900_ref001","doi-asserted-by":"publisher","first-page":"279","DOI":"10.1016\/j.jksuci.2016.12.001","article-title":"Perceptions and challenges of mobile learning in Kuwait","volume":"30","year":"2018","journal-title":"Journal of King Saud University - 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