STEAM education under the "Internet and Education" has become an upsurge in international educational research and practice.Under the impetus of this wave,the research team of Guangxi Normal University’s "Pi Chuang Ke Meng Gong Fang" has developed a We Chat learning platform for mathematics classes,which is "dynamic,understanding in seconds,and easy to learn".During the trial operation of the learning platform,it won the recognition and love of the majority of front-line teachers and students.What are the factors influence the learners to accept the use of "Mathematics Course Stack" to learn math? How do these factors affect learners’ acceptance of the " Mathematics Course Stack " to varying degrees? Which are the factors affect the "Mathematics Course Stack" in the surface layer and which in the deep layer? These similar problems have very important research value.Therefore,this study takes mobile learning "Mathematics Course Stack" as the research object,and discusses the factors and models that affect the acceptance of "Mathematics Course Stack" through theoretical and empirical research.In terms of theoretical research,this study first briefly outlines the definition,elements and basic characteristics of mobile learning.Then,the relevant research literature on the influencing factors of mobile learning in the field of mathematics education at home and abroad is sorted out,and statistics and analysis are carried out from five aspects of paper number,key words,education level,subject field and regional distribution,so as to understand the research status of mobile learning in the field of mathematics education at home and abroad.Afterwards,the basic elements of TAM model and UTAUT model are briefly summarized.Based on the inspiration given by these two models,the four variables of perceived usefulness,perceived ease of use,community influence and promotion conditions in the original model are retained,and three variables of content design quality,perceived effectiveness and perceived entertainment are additionally added to construct a theoretical model that affects the acceptance of " Mathematics Course Stack ".At the same time,11 research hypotheses are put forward.In the aspect of empirical research,by referring to the existing scale of mobile terminal acceptance and consulting the opinions of mathematics education technology experts,the paper designs a predictive questionnaire of influencing factors of junior high school students’ " Mathematics Course Stack " acceptance.Through further modification,sorting and integration of the predicted results,the final questionnaire was obtained and 1,281 junior high school students from township schools,county schools and municipal schools were investigated and collected by stratified random sampling.Then,using SPSS22.0 and AMOS22.0 software,the effective sample data are modeled,estimated,fitted and corrected,and the result model of influencing factors of junior high school students’ " Mathematics Course Stack " acceptance degree is obtained,which verifies the research hypothesis.Afterwards,by analyzing the path relationship between the variables and the difference analysis of the adjustment variables,the following conclusions are obtained:(1)Perceived entertainment has a significant positive effect on the junior high school students’ acceptance of " Mathematics Course Stack ".(2)The quality of content design has a significant positive impact on the junior high school students’ acceptance of " Mathematics Course Stack ".In addition,the quality of content design has a significant positive impact on perceived usefulness,perceived effectiveness,perceived ease of use and perceived entertainment.(3)Community influence has a positive influence on the junior high school students’ acceptance of " Mathematics Course Stack ".(4)Perceived usefulness has a positive impact on the junior high school students’ acceptance of " Mathematics Course Stack ".(5)From the overall impact,perceived entertainment has the greatest impact,followed by content design quality,and perceived usefulness has the least impact.The order of influence degree of each factor is: perceived entertainment(0.697)> content design quality(0.662)> community influence(0.394)> perceived usefulness(0.091).(6)In the school category,there is a significant difference in the acceptance of " Mathematics Course Stack " between the students of township and municipal schools.Compared with the students in the municipal schools,the students in the township schools expect to use the "Mathematics Course Stack" to guide their study,or the desire to expect math teachers to use it for teaching is even stronger.(7)In the grade category,there are significant differences in the acceptance of "Mathematics Course Stack" among grade 7,grade 8 and grade 9.Among them,compared with the students of grade 8 and grade 9,the students of grade 7 expect teachers to use the " Mathematics Course Stack " to teach,or the desire who wants to use the math stack to learn math is stronger.Compared with the eighth grade students,the seventh and ninth grade students expect to be able to use the math stack to learn math at any time.(8)There is no significant difference in the acceptance of "Mathematics Course Stack" among junior high school students of different gender,different academic level,or with or without using APP to learn math experience.However,gender variables have a moderating effect on the dimension of "community influence".The "academic level" variable has a moderating effect on all dimensions except the "acceptance" dimension.The "use experience" variable has a moderating effect on the "perceived effectiveness" dimension. |