Abstract: Microlearning has gained significant traction in educational settings owing to its distinct pedagogical advantages. However, students’ intention to use these courses remains low. To enhance students’ willingness to engage with microlearning, a comprehensive framework is introduced to explore the determinants of their use intention. Data was collected via an online survey, with 320 valid responses obtained. The reliability and validity of the measurements were assessed, and hypotheses were tested using structural equation modeling analysis in SmartPLS 3.0. The results indicate that benefit factors including perceived usefulness and social influence are positively associated with students’ perceived value, which in turn influences their subsequent intention to use microlearning. In addition, the cost factor of perceived ease-of-use positively impacts both perceived value and use intention, whereas the effect of perceived cost is insignificant. Furthermore, students’ perceived value significantly predicts their intention to use microlearning. This study offers vital theoretical insights by integrating the Technology Acceptance Model and Perceived Value Model, and provides practical implications for fostering students’ intention to adopt microlearning.

Keywords: Microlearning, e-Learning, Online learning intention, Student learning, Technology acceptance model (TAM), Perceived value, Social influence

Download This Article: JISE2026v37n1pp72-97.pdf

Recommended Citation: Dai, Y., Wang, Y., & Zou, Y. (2026). Understanding Students’ Adoption of Microlearning: A TAM-PVM Integration. Journal of Information Systems Education, 37(1), 72-97. https://doi.org/10.62273/EPFK4800