Abstract
This article examines the consequences of routine mobile devices usage tendency in the TPACK-based classroom with the aim of improving academic performance. Findings from the primary data analysis with students and prospective graduates with teaching intention in future (n = 313) in China indicate that the regular usage tendency of mobile devices in the TPACK-based classroom has a significant effect on the academic performance of university students. The effect of routine mobile devices usage has a strong significant relationship among TPACK constructs, continuance intention and academic performance. Despite a few limitations, like small sample size, this article examines the usage of mobile devices in the classroom in such a way that it can help adult learners to improve their academic performance. Also, the article highlights significant paths for instructors, education policy makers and managers of higher educational institutions.