<![CDATA[Mobile-based distance learning offers flexibility in higher education, yet sustaining student engagement and continuance intention remains a challenge. This study aimed to extend the Technology Acceptance Model (TAM) by examining the mediating role of interactive multimedia in the relationship between perceived usefulness and learning engagement, as well as the contribution of multimedia richness to students’ continuance intention. A quantitative cross-sectional survey was conducted involving 387 students enrolled in distance education programs in Indonesia. Data were collected using a 35-item questionnaire with a five-point Likert scale and analyzed using partial least squares structural equation modeling (PLS-SEM) with SmartPLS 4. The findings indicate that perceived usefulness is positively associated with learning engagement and that interactive multimedia significantly mediates this relationship. Multimedia richness also has a significant positive relationship with perceived usefulness. Furthermore, learning engagement and perceived usefulness are significant predictors of students’ continuance intention, highlighting the importance of both perceived educational value and engaging learning experiences. This study extends TAM by integrating multimedia-related factors and learning engagement into a framework for understanding continued use of mobile-based distance learning. Practically, the findings suggest that higher education institutions and platform developers should design purposeful, interactive, and instructionally relevant multimedia experiences to support student engagement and continued participation.]]>
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