In recent years, the application of digital technologies for learning purposes is increasingly discussed as smartphones have become an integral part of students’ everyday life. These technologies are particularly promising in the so-called “transition-in” phase of the student lifecycle when first-year students start to develop a student identity and integrate into the university environment. At that stage, most premature dropouts are observed, presumably due to a lack of self-organization or self-responsibility. Considering this, a mobile app to tackle insufficient student experiences, support learning strategies, and foster self-organization in the “transition-in” phase was developed. The research at hand proposes a generalizable success model for mobile apps with a focus on first-year students, which is based on the IS success model (Delone and McLean in Inf Syst Res 3(1):60–95, 1992) and analyzes those factors that influence student satisfaction with such an app, the intention to reuse the app, and—foremost—students’ learning effectiveness. The results indicate that learning effectiveness is determined both by the perceived user satisfaction and users’ intention to reuse, which are particularly influenced by perceived enjoyment but also system and information quality. Finally, design principles are derived to develop similar mobile solutions.

近年来，随着智能手机已成为学生日常生活中不可或缺的一部分，数字技术在学习中的应用越来越受到讨论。这些技术在学生生命周期的所谓“过渡”阶段特别有前景，此时一年级学生开始发展学生身份并融入大学环境。在这个阶段，大多数过早辍学的现象都被观察到，大概是由于缺乏自组织或自我责任。考虑到这一点，我们开发了一款移动应用程序来解决学生体验不足、支持学习策略并在“过渡”阶段促进自组织的问题。手头的研究提出了一个以一年级学生为重点的移动应用程序的通用成功模型，该模型基于IS 成功模型（Delone 和 McLean in Inf Syst Res 3(1):60–95, 1992）并分析影响学生对此类应用程序的满意度、重复使用该应用程序的意图以及最重要的是学生的学习效率的因素。结果表明，学习效果既取决于感知的用户满意度，也取决于用户的重用意图，其中尤其受到感知享受的影响，而且还受到系统和信息质量的影响。最后，导出设计原则以开发类似的移动解决方案。