사회적 주석 기반 디지털 교재 플랫폼에 대한 대학생의 상호작용성과 유희성이 지속사용의도에 미치는 영향 = The impact of interactivity and playfulness on pre-service teachers’ continuance intention toward social annotation-based digital learning material platforms in higher education

다국어 초록 (Multilingual Abstract)

This study comprehensively analyzed university students’ user experiences with a social annotation-based digital learning material platform, Perusall, in a higher education context and empirically examined factors influencing their continuance intention. The platform enables multiple learners to collaboratively add comments, highlights, and discussions to digital texts, transforming individual reading into interactive, collaborative learning experiences. Using an analytical framework that extended the Technology Acceptance Model (TAM) with interactivity and playfulness, the study was conducted with 77 university students enrolled in teacher education courses who used Perusall across three semesters. User experience analysis revealed that students positively evaluated all dimensions: interactivity, playfulness, perceived ease of use, perceived usefulness, and continuance intention. However, individual differences emerged regarding compatibility with personal learning styles. Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis showed that interactivity significantly influenced both perceived ease of use and perceived usefulness, while playfulness showed only a weak effect on perceived usefulness. Both perceived usefulness and perceived ease of use served as significant predictors of continuance intention. Indirect effect analysis revealed that interactivity had a significant influence, whereas playfulness did not. These findings suggest that the design of the platform and related educational policy should prioritize interaction-centered feature enhancement and adopt flexible approaches.