Cross-loading factors.

Mobile learning technologies (MLTs) have opened new opportunities for enhancing piano education, yet factors influencing their adoption and impact on learning outcomes remain largely unexplored. This study investigates how prior domain-specific knowledge, prior experience with technology-mediated learning, and self-efficacy influence piano learners’ adoption of MLTs and examines the relationship between MLT adoption and learning outcomes. A cross-sectional survey design was employed with university music students from China and Russia (N = 240; 120 in China, 120 in Russia). Data were collected using a 5-point Likert questionnaire of 20 items measuring the study constructs. Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to analyze the data. All hypothesized relationships were supported across both cultural contexts. Prior domain-specific knowledge (β = 0.547, p