Understanding Continued Use of Smart Learning Platforms: Psychological Well-Being in an Extended TAM-ISCM Model

Chen Xiaowei^1*Jinlei Li²

• ¹Zhejiang Shuren University, Hangzhou, Zhejiang Province, China
• ²Zhejiang Institute of Communications, Hangzhou, Zhejiang Province, China

Introduction: In response to the growing adoption of digital education technologies, this study explores factors influencing the continuous use of innovative learning platforms among students in higher vocational education. Recognizing that technological performance and psychological experiences shape user engagement, this research extends the Technology Acceptance Model (TAM) by integrating constructs such as perceived trust, enjoyment, ideological alignment, and psychological states—including satisfaction, well-being, and anxiety.Methods: Data were collected from 782 higher vocational college students in China using an online questionnaire. Participants represented diverse academic fields and were gender-balanced (44.28% male, 55.72% female). Structural Equation Modeling (SEM) was used to assess direct and indirect relationships among key variables, including perceived usefulness, perceived ease of use, system quality, expectation confirmation, enjoyment, and psychological indicators such as anxiety and subjective well-being. The mediating role of psychological well-being was tested to evaluate its influence on continued platform usage.Results: Perceived enjoyment emerged as the strongest predictor of continuance intention (β = 0.52, p < 0.001), underscoring the role of affective engagement in sustained platform use. Perceived usefulness (β = 0.38, p < 0.01) and expectation confirmation (β = 0.31, p < 0.01) also had significant positive effects, supporting TAM and Expectation-Confirmation Theory. Interestingly, perceived trust negatively affected satisfaction (β = -0.13, p < 0.05), possibly due to a mismatch between institutional trust and user expectations, leading to psychological strain. System quality had no significant effect (β = 0.05, p > 0.05), suggesting it is viewed as a baseline rather than a satisfaction driver. Psychological well-being—defined by high satisfaction and low anxiety—was found to mediate platform experience and continued use.Discussion: These findings highlight the need for learning platforms to address both technological expectations and psychological resilience. While usability and usefulness remain essential, designers must foster emotional engagement and manage trust expectations. Ignoring psychological dimensions may undermine satisfaction and long-term retention.Conclusion: Sustained engagement with innovative learning platforms in vocational education requires balancing functional usability with mental well-being. This study offers theoretical and practical insights for educators, developers, and policymakers aiming to create emotionally supportive and pedagogically effective digital environments.