Although there are numerous mobile learning studies, limited efforts have been devoted to investigating the moderating role of mobile technology anxiety on mobile learning outcome. Accordingly, the primary purpose of this study is not only to examine the key elements that could influence desire to take mobile learning and mobile learning continuance intention, but also to explore the moderating impact of mobile technology anxiety on mobile learning outcome. 676 college students participated in this study, and the partial least squares structural equation modeling (PLS-SEM) analysis was performed to analyze the data. The study findings have demonstrated that desire to take mobile learning, attitude toward mobile learning, and perceived usefulness are positively linked to mobile learning continuance intention. Second, it has been found that attitude, positive anticipated emotion, negative anticipated emotion, and subjective norm play a key role in determining better desire to take mobile learning, whereas perceived behavioral control has no impact on desire to take mobile learning. Additionally, it has been shown that perceived usefulness, and personal learning initiative are two critical antecedents of attitude toward mobile learning. Finally, the study findings have shown that mobile technology anxiety would moderate the relationship between attitude toward mobile learning and mobile learning continuance intention.

尽管有大量的移动学习研究，但很少有人致力于研究移动技术焦虑对移动学习结果的调节作用。因此，本研究的主要目的不仅是考察影响移动学习意愿和移动学习持续意愿的关键因素，还要探讨移动技术焦虑对移动学习结果的调节作用。676名大学生参与了这项研究，并进行了偏最小二乘结构方程模型（PLS-SEM）分析来分析数据。研究结果表明，对移动学习的渴望、对移动学习的态度和感知有用性与移动学习的持续意愿呈正相关。其次，人们发现这种态度，积极预期情绪、消极预期情绪和主观规范在决定更好的移动学习意愿中起关键作用，而感知行为控制对移动学习意愿没有影响。此外，已经表明感知有用性和个人学习主动性是对移动学习态度的两个重要前提。最后，研究结果表明，移动技术焦虑会调节移动学习态度与移动学习继续意愿之间的关系。已经表明，感知有用性和个人学习主动性是对移动学习态度的两个重要前提。最后，研究结果表明，移动技术焦虑会调节移动学习态度与移动学习继续意愿之间的关系。已经表明，感知有用性和个人学习主动性是对移动学习态度的两个重要前提。最后，研究结果表明，移动技术焦虑会调节移动学习态度与移动学习继续意愿之间的关系。