Abstract Social mindtools are cloud-based and visual thinking-oriented tools capable of facilitating synchronous collaboration. Such services have been widely applied to enhancing students' collaborative learning. However, students' continuance intention to use these services has received little scholarly attention. To remedy this limitation, we employed a social mindtool to support participants' collaborative learning regarding game design, and developed a research model as a means to examine their continuance intention to use it. In this model, social support and social influence had direct effects on continuance intention, while perceived synchronicity affected the latter indirectly. Our research findings suggest that social influence exerted the most significant and direct influence on continuance intention, while perceived synchronicity, having a critical role though, had indirect impact on continuance intention via social support and social influence. These results imply that the synchronicity social mindtools offer (e.g., seeing others' action in real time and receiving others' prompt assistance) will affect students' interactions when the tools are applied to students' collaborative learning, which will further impact on students’ continuance intention to use the tools, and peer opinions will be most valued.

中文翻译：

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是什么驱使学生继续使用社交思维工具？社会支持和社会影响的视角

摘要 社交思维工具是基于云的、面向视觉思维的工具，能够促进同步协作。这些服务已广泛应用于加强学生的协作学习。然而，学生继续使用这些服务的意愿很少受到学术界的关注。为了弥补这一限制，我们采用了一种社交思维工具来支持参与者在游戏设计方面的协作学习，并开发了一个研究模型作为检查他们继续使用它的意图的手段。在该模型中，社会支持和社会影响对持续意愿有直接影响，而感知同步性对后者有间接影响。我们的研究结果表明，社会影响对持续意愿的影响最为显着和直接，虽然感知到的同步性虽然具有关键作用，但通过社会支持和社会影响对持续意愿产生了间接影响。这些结果表明，社交思维工具所提供的同步性（例如，实时观察他人的动作并接受他人的及时帮助）将影响学生在将工具应用于学生协作学习时的互动，进而影响学生的持续学习。使用这些工具的意图，以及同行的意见将是最有价值的。