The Role of Mobile Social Application in Stimulating Learning Stickiness in Blended Learning

Drawing upon presence and engagement literature, this study developed a research model to examine the influence mechanism of mobile social application usage on students’ learning stickiness in the context of blended learning. We conducted a betweensubject quasi-experiment and considered mobile social application usage as an experimental treatment. The empirical results suggested that usage of the mobile social application increased learning stickiness through the mediation mechanisms of presence and engagement. Moreover, we divided engagement into online and offline engagement and examined their separate influence on students’ learning stickiness in blended learning. This study contributes to the extant literature by identifying the salient role of mobile social application usage in stimulating learning stickiness, and uncovering its influence mechanism from a lens of presence and engagement