ABSTRACT

This paper presents the effects of a technology-based engagement platform, referred to as IMPRES (Interactive Mobile Platform for Retaining and Engaging Students). IMPRES is a mobile application, backed by a set of data analysis services, which seeks to engage and retain its users to enhance their professional development. The primary goal of the application is to enhance students’ engagement in their college and improve student retention. The method is influenced by and evaluated from the standpoints of four theoretical models previously used in research on the effect of a computer interface on user behavior. First, the self-determination theory perspective on digital games explains users’ motivation. Second, social identity theory explains users’ psychological connections to their college. Third, continuance theory explains continuity of users’ engagement. Finally, the persuasive system design perspective associates IMPRES’s features with users’ motivation. By integrating these theories, we develop and find much support for a model of IMPRES’s effects on students’ intent to continue their studies. This research makes a unique contribution to continuance theory by demonstrating how an application’s persuasive design features not only foster continued use of the application but also continued engagement with an organization.

摘要

本文介绍了一种基于技术的互动平台（称为IMPRES（用于保持和吸引学生的互动移动平台））的效果。IMPRES是一种移动应用程序，以一组数据分析服务为后盾，旨在吸引和留住其用户以增强其专业发展。该应用程序的主要目标是增强学生对大学的参与度并提高学生的保留率。该方法受先前在计算机接口对用户行为影响的研究中使用的四个理论模型的影响并从中进行了评估。首先，关于数字游戏的自决理论观点解释了用户的动机。其次，社会认同理论解释了用户与大学之间的心理联系。第三，连续性理论解释了用户参与的连续性。最后，具有说服力的系统设计角度将IMPRES的功能与用户的动机联系在一起。通过整合这些理论，我们为IMPRES对学生继续学习的意图产生影响的模型发展并找到了很多支持。这项研究通过展示应用程序的说服性设计功能如何不仅促进了对应用程序的持续使用，而且还促进了与组织的持续参与，对连续性理论做出了独特的贡献。