Students’ Attitude, Engagement and Satisfaction towards Educational Mobile Applications

Abstract

Educational mobile applications have become an important component of higher education by providing flexible access to learning resources and supporting interactive and self-directed learning. This study examined the relationships among students’ attitude, engagement, and satisfaction towards educational mobile applications and assessed the influence of attitude and engagement on satisfaction. Primary data were collected from 426 students enrolled in higher education institutions in Pollachi Taluk through a well-structured questionnaire using a random sampling method. Pearson’s correlation analysis and multiple regression analysis were employed. The results showed statistically significant positive relationships among all three constructs. Attitude was positively related to engagement (r = 0.674, p < 0.01) and satisfaction (r = 0.581, p < 0.01), while engagement had the strongest correlation with satisfaction (r = 0.723, p < 0.01). The regression model was statistically significant (F = 304.782, p < 0.001) and explained 59.0% of the variance in satisfaction (R² = 0.590; adjusted R² = 0.588). Engagement (β = 0.531) was the stronger predictor of satisfaction, followed by attitude (β = 0.362). These findings indicate that students’ positive attitudes and active engagement are closely associated with satisfaction in mobile learning environments. The results underscore the importance of fostering student engagement alongside favourable attitudes when educational mobile applications are integrated into higher education.