International Journal of STEM Education

Table 3 Fornell–Larcker discriminant validity results

From: The exploration of continuous learning intention in STEAM education through attitude, motivation, and cognitive load

Construct	PU	PEOU	PENJ	ATT	INT	ML	ME	ATN	REV	COF	SAT
Perceived usability (USAB)
Perceived usefulness (PU)	0.91
Perceived ease of use (PEOU)	0.74	0.86
Perceived enjoyment (PENJ)	0.84	0.69	0.92
Learning attitude (ATT)	0.78	0.73	0.80	0.88
Learning intention (INT)	0.78	0.74	0.76	0.80	0.90
Cognitive load (CL)
Mental load (ML)	− 0.28	− 0.32	− 0.27	− 0.30	− 0.20	0.90
Mental effort (ME)	− 0.27	− 0.30	− 0.28	− 0.26	− 0.19	0.85	0.87
ARCS theory
Attention (ATN)	0.77	0.70	0.81	0.80	0.85	− 0.21	− 0.22	0.88
Relevance (REV)	0.76	0.75	0.71	0.75	0.81	− 0.20	− 0.19	0.84	0.87
Confidence (COF)	0.76	0.74	0.73	0.78	0.80	− 0.26	− 0.27	0.76	0.82	0.88
Satisfaction (SAT)	0.77	0.66	0.81	0.78	0.80	− 0.21	− 0.24	0.83	0.79	0.75	0.91

The bold values are the square root of the AVE of each latent variable

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