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The purpose of the research is to analyze the factors that influence the continuance intention to use Mobile-Assisted Language Learning (MALL) applications in the context of language courses in Indonesia. The study aims to understand the key factors that contribute to users' intention to continue using MALL applications, particularly in the context of the COVID-19 pandemic and the shift towards online and remote language learning. The research used the expectation-confirmation model and self-determination theory. Moreover, the research utilized a mixed-methods approach to achieve its objectives. A quantitative approach was employed, involving a survey with 445 respondents who had experience using MALL applications. The survey data was then analyzed using covariance-based structural equation modeling. Additionally, qualitative research was conducted through interviews with 17 respondents to gain a deeper understanding of rejected hypotheses and gather qualitative insights. The most important results of the research include identifying the factors that influence the continuance intention to use MALL applications. The study found that users' perceived usefulness of the application, their satisfaction with its usage, and their self-regulation ability significantly influence their intention to continue using MALL. These findings highlight the importance of these factors in shaping users' decision to persist with MALL applications for language learning. By understanding the factors that influence users' intention to continue using MALL, educational institutions and application providers can improve their offerings and tailor them to meet the needs and expectations of learners. This research advances the e-learning area by shedding light on the factors that influence the continuance intention to use MALL applications. By uncovering the importance of perceived usefulness, satisfaction, and self-regulation ability, the study contributes to the understanding of user behavior and decision-making in the context of e-learning. The findings can inform the design and implementation of MALL applications, leading to more engaging and effective language learning experiences in online and remote settings. This research contributes to the advancement of e-learning practices by providing evidence-based insights into the factors that drive user intention and adoption of technology in language learning.

E-learning through a learning management system (LMS) is expected to be a solution to the needs of distance learning, especially during a pandemic situation. However, learning through an LMS can lead to a lack of focus, reduced classroom efficiency, and a feeling of boredom for the user. One solution to this problem is to use gamification (e.g., rankings or points, badges, and leaderboards) to enhance active learning. This study uses a mixed-methods approach and data from weekly reviews and forum discussions, questionnaires, and data students' interviews to assess the implementation of gamification elements in an LMS. The data from the questionnaires were analyzed using descriptive statistics, and the data from student interviews were analyzed using general inductive analysis. The results show that gamification in an LMS had a positive influence on active learning. The students have also provided positive feedback on the rated weekly review activity. The badges and leaderboard were also positively accepted by most students. Awarding points for activities was also found to improve students' performance in class. Badges were found to increase students' active participation, and the leaderboard motivated students to participate actively in online classes. This study could provide guidance to universities or LMS providers wishing to implement gamification in an LMS.

As its number of users increases, TikTok needs to focus on user retention. One such effort involves answering educational needs through social media. The purpose of this study is to analyze the factors affecting the continuance intention of TikTok users to obtain higher educational content. Data from this study were collected through online questionnaires from a total of 629 respondents. Then, the respondents' data were processed using covariance-based structural equation modeling. This study found that the perceived usefulness and satisfaction affect TikTok users' continuance intention towards higher educational content. This study suggests that TikTok should develop functionality and features that are more aligned with user preferences for accessing higher educational content.

This study uses self-determination theory to examine the effect of gamification on the students' behavioral, emotional, and cognitive engagement in online discussion forums by providing more instructor badges than automatic badges and using a quasi-experimental one-group pretest-posttest design. Behavioral engagement was measured using the number of posts and replies; emotional engagement was measured using perceived relatedness; and cogitative engagement was measured by the quality of the post/reply's content. Sixty participants used the developed online discussion website and held two 3-day discussion sessions (non-gamified and gamified) with different topics. The data were collected using user logs (number of posts and replies), questionnaire responses (perceived relatedness), and assessment rubrics (scores on the post/reply content), analyzed using the one-way repeated measures analysis of variance. The results revealed that gamification affected emotional engagement, which was influenced by the "like" feature, which made it easier for participants to appreciate others' activities. However, this feature also decreased the number of replies (behavioral engagement) because the students perceived "liking" as an easier way to appreciate other posts/replies instead of writing a reply. The number of posts also decreased since participants' motivation in the second session tended to focus on the quality of the content caused by the badge list page, which guides the expected best content from the participant. This study can provide guidance to universities in implementing gamification in LMS. [ABSTRACT FROM AUTHOR]

Aim/Purpose This study aims to analyze the factors that influence user addiction to AR face filters in social network applications and their impact on the online social anxiety of users in Indonesia. Background To date, social media users have started to use augmented reality (AR) face filters. However, AR face filters have the potential to create positive and negative effects for social media users. The study combines the Big Five Model (BFM), Sense of Virtual Community (SVOC), and Stimuli, Organism, and Response (SOR) frameworks. We adopted the SOR theory by involving the personality factors and SOVC factors as stimuli, addiction as an organism, and social anxiety as a response. BFM is the most significant theory related to personality. Methodology We used a quantitative approach for this study by using an online survey. We conducted research on 903 Indonesian respondents who have used an AR face filter feature at least once. The respondents were grouped into three categories: overall, new users, and old users. In this study, group classification was carried out based on the development timeline of the AR face filter in the social network application. This grouping was carried out to facilitate data analysis as well as to determine and compare the different effects of the factors in each group. The data were analyzed using the covariance-based structural equation model through the AMOS 26 program. Findings The results of this study indicated neuroticism, membership, and immersion influence AR face filter addiction in all test groups. In addition, ARA has a significant effect on online social anxiety. Contribution This research fills the gap in previous research which did not discuss much about the impact of addiction in using AR face filters on online social anxiety of users of social network applications. Recommendations for Practitioners The findings are expected to be valuable to social network service providers and AR creators in improving their services and to ensure policies related to the list of AR face filters that are appropriate for use by their users as a form of preventing addictive behavior of that feature. Recommendations for Researchers This study suggested other researchers consider other negative impacts of AR face filters on aspects such as depression, life satisfaction, and academic performance. Impact on Society AR face filter users may experience changes in their self-awareness in using face filters and avoid the latter's negative impacts. Future Research Future research might explore other impacts from AR face filter addiction behavior, such as depression, life satisfaction, and so on. Apart from that, future research might investigate the positive impact of AR face filters to gain a better understanding of the impact of AR face filters. [ABSTRACT FROM AUTHOR]