The proliferation of intelligent learning tools (ILTs) has revolutionized education, offering personalized, adaptive, and collaborative learning experiences. These tools leverage technologies like artificial intelligence, big data, and learning analytics to provide tailored resources, automated assessments, and interactive learning environments. The increasing accessibility of ILTs via mobile devices has made their integration into online learning ubiquitous. While research explores ILT design, development, and utilization, and their impact on independent learning abilities and soft skills, there's a gap in understanding the specific roles of interaction quality and information quality in influencing students' independent learning abilities. This study addresses this gap by investigating the relationships between interaction quality, information quality, student satisfaction, intention to use ILTs, and the development of students' independent learning abilities. The research questions are: 1. Do interaction and information quality of ILTs impact student satisfaction and intention to use? 2. Does intention to use ILTs impact students' independent learning abilities? This study uses a sample of Chinese Grade 6 students, a crucial developmental stage for independent learning.

The literature review examines existing research on interaction quality, information quality, satisfaction, intention to use, and independent learning abilities within the context of ILTs. Interaction quality, categorized into learner-learner, learner-instructor, and learner-content interactions, is a key determinant of satisfaction and intention to use, although the relative impact of each interaction type varies across studies. Information quality, based on the DeLone and McLean model, encompassing accuracy, understandability, relevance, and resource abundance, is also linked to satisfaction and intention to use. However, the impact of information quality on intention to use is debated in the literature. Satisfaction is recognized as a critical link between tool use and learning outcomes, influencing both intention to use and continued use. Intention to use is a crucial predictor of behavior, though the strength of this relationship can vary. Finally, independent learning abilities, characterized by self-regulation, goal-setting, and resource management, are considered essential for effective ILT utilization. While the positive effects of ILTs on independent learning are documented, the pathways through which these effects occur remain under-researched. The study, therefore, examines these relationships through a theoretical model.

This study employed a quantitative research design using convenience sampling to collect data from 384 Grade 6 students in a public primary school in Hangzhou, China. Data were collected via an online questionnaire using Wenjuanxing in 2022. The questionnaire, comprising two parts—demographic information and a five-subscale instrument measuring information quality (4 items), interaction quality (4 items), independent learning ability (4 items), satisfaction with tools (3 items), and intention to use (4 items)—utilized a five-point Likert scale. Items were adapted from relevant literature. The Harman's single-factor test was used to assess common method bias. Data analysis was conducted using SmartPLS 3, employing a two-step PLS-SEM approach: measurement model assessment (evaluating reliability and validity through Cronbach's alpha, composite reliability, average variance extracted (AVE), and Heterotrait-Monotrait Ratio (HTMT)) and structural model assessment (evaluating predictive power using R², Q², and path coefficients). Bootstrap resampling (5000 samples) was employed to assess statistical significance. A post-hoc mediation analysis using the Bootstrap method was conducted to investigate the mediating role of satisfaction in the relationship between interaction quality/information quality and intention to use.

The study revealed that intention to use ILTs significantly and directly predicted independent learning abilities (H6). Information quality (H4) and satisfaction with tools (H5) had significant direct positive impacts on intention to use. Interaction quality, however, did not show a significant direct effect on intention to use (H2). Both interaction quality (H1) and information quality (H3) significantly and positively influenced satisfaction with tools. Mediation analysis indicated that satisfaction with tools fully mediated the effect of interaction quality on intention to use and partially mediated the effect of information quality on intention to use. The R² values for satisfaction with tools, intention to use, and independent learning ability were 0.528, 0.644, and 0.531 respectively, indicating substantial predictive accuracy. Q² values were all above 0.25, demonstrating good predictive relevance of the model. Students scored highly on information quality (M=4.01), but lower on increasing the frequency of using ILTs (M=3.40).

The findings highlight the importance of information quality and student satisfaction in fostering positive attitudes towards ILT usage and ultimately, independent learning abilities. The lack of a direct effect of interaction quality on intention to use may be attributed to the mediating role of satisfaction. In the context of Grade 6 students, the provision of high-quality, relevant, and accessible learning resources appears more critical than interactive features for driving intention to use. The significant impact of intention to use on independent learning abilities emphasizes the importance of cultivating a positive attitude and willingness to use ILTs. The high mean score for independent learning abilities suggests that these students are relatively adept at self-directed learning, but there is still room for improvement in their frequency of ILT usage. The results are relevant to educators, curriculum designers, and ILT developers, emphasizing the need to create ILTs that are not only functional but also engaging and satisfying to use.

This study contributes to the understanding of how ILT features impact student learning, particularly independent learning abilities. The findings underscore the crucial role of information quality and satisfaction in shaping students' intentions and behaviors regarding ILT use. Future research could explore the impact of different ILT types and interaction modes, investigate the influence of teacher and parental involvement on ILT adoption and learning outcomes, and focus on strategies for effectively guiding students in using ILTs to maximize their learning potential. The study's limitations include the use of a convenience sample from a single school, potentially limiting generalizability.

The study's limitations lie in its reliance on a convenience sample from a single school in Hangzhou, China. This might restrict the generalizability of the findings to other school contexts and populations. The cross-sectional nature of the data limits causal inferences, and future longitudinal studies are needed to better understand the temporal dynamics of ILT use and independent learning ability development. The questionnaire, although adapted from existing instruments, might not capture the full complexity of interaction quality and its multifaceted aspects. Future studies should consider a more nuanced measurement of interaction, perhaps incorporating qualitative methods.