Analyzing the factors affecting nano- learning behavior of college students on TikTok

Abstract

This study investigates the growing influence of TikTok as a platform for delivering concise educational content, known as nano-learning. The research explores how key factors such as perceived credibility, perceived informativeness, and learner-content interaction influence students' attitudes and intentions toward using TikTok for educational purposes. By employing the Theory of Reasoned Action (TRA) as a theoretical framework and utilizing Partial Least Squares Structural Equation Modeling (PLS-SEM) for data analysis, the study provides a comprehensive understanding of the relationships between these factors. An online questionnaire was administered to 180 Filipino undergraduate students quantitatively. Results indicate that perceived credibility and learner-content interaction positively influence attitude, attitude and social norms positively influence behavioral intention, and perceived informativeness positively influences learner-content interaction but not attitude. These findings highlight TikTok's potential as a supplementary learning tool, though its current use for educational purposes remains limited.