Building Trust and Usefulness to Improve Learner Commitment in Digital Microlearning Environments

The rise of microlearning has been hailed as a solution for modern learners who need short, flexible, and accessible lessons. However, a persistent issue undermines its promise: extremely high dropout rates, with completion figures for online courses often below 10%. This signals a deeper challenge of sustaining learner engagement and continuance intention. Prior research from Asia emphasizes that satisfaction and perceived usefulness are crucial in determining whether learners persist, yet these relationships remain underexplored in the microlearning context. Indonesia presents a unique paradox—despite widespread internet access and enthusiasm for online education, local completion rates remain dismal. This study investigates the drivers of continuance intention among higher education students in Jakarta, focusing on the roles of satisfaction, perceived usefulness, information quality, data security, confirmation, and perceived trust. Using a structural equation modeling approach with data from 50 respondents, this preliminary research develops and validates a model explaining how these constructs interact to influence user engagement in asynchronous microlearning environments. The findings aim to provide actionable insights for educators and platform designers to enhance learner retention and build more meaningful, satisfying, and effective microlearning experiences.