Exploring the impact of intelligent learning tools on students’ independent learning abilities: a PLS-SEM analysis of grade 6 students in China

Abstract

Abstract The purpose of this study was to investigate the influence of interaction quality and information quality of intelligent learning tools on students’ satisfaction and intention to use these tools, as well as to examine the relationship between the intention to use intelligent learning tools and students’ independent learning abilities. The study utilized Smart-PLS 3, a Partial Least Squares Structural Equation Modeling (PLS-SEM), to analyze data collected from 384 Grade 6 students in China. The results of the study showed that (a) intention to use intelligent learning tools had a significant and direct impact on students’ independent learning abilities; (b) interaction quality did not have a significant impact on intention to use, but information quality and satisfaction with the tools did have an impact on intention to use; (c) interaction quality and information quality indirectly influenced intention to use through students’ satisfaction with the tools. Furthermore, this research provided valuable recommendations for improving the interaction quality and information quality of intelligent learning tools, which can ultimately enhance students’ independent learning abilities.