Extending the technology acceptance model to evaluate teachers’ intention to use dynamic geometry software in geometry teaching

The acceptance and use of a virtual learning environment in China

This study examines the factors influencing seniors’ adoption of virtual reality (VR) cognitive training games by integrating the Theory of Planned Behavior (TPB) and the Technology Acceptance Model (TAM). Beyond the traditional constructs of these models, the research incorporates perceived enjoyment (PE), personal innovativeness (PI), and computer anxiety (CAX) to address seniors’ cognitive health needs and explore VR-based non-pharmacological interventions. Using Partial Least Squares Structural Equation Modeling (PLS-SEM), the study analyzed direct and indirect effects on adoption within a questionnaire-based framework. The research was conducted at community care centers in Taoyuan City, Taiwan, with 150 seniors aged 65–80. Participants engaged in a 20-min session with Nintendo Switch VR games and subsequently completed a questionnaire assessing their experiences. Results revealed that perceived ease of use (PEOU), PE, and subjective norms (SN) significantly shaped attitudes toward VR adoption, which strongly influenced behavioral intention (BI). BI emerged as a robust predictor of actual usage behavior (AUB), while CAX negatively impacted BI, highlighting the need to address emotional barriers. This study underscores the importance of designing intuitive, engaging, and accessible VR cognitive training games tailored for seniors. It also highlights the pivotal role of family and caregivers in fostering adoption, alongside the necessity of providing social and emotional support. These findings contribute to the theoretical understanding of VR-based games adoption in older adults and offer practical guidance for developers and healthcare providers aiming to create effective interventions for cognitive health.

This paper reports on an aspect of a larger research study conceptualised within a teacher development project in Mthatha, Eastern Cape Province. The project was initiated with the objective to develop appropriate skills to use dynamic geometry software (DGS) effectively and strategically as a teaching and learning tool for mathematics. The study reported in this paper aims specifically to ascertain how selected mathematics teachers integrated co-developed technologically aided visualisation tools in the observed lessons. The case study involved two teachers from different schools. The data sources were the classroom observations followed by stimulated reflective interviews with the teachers. The data were analysed to study the use of DGS visualisation tools in relation to Kilpatrick’s framework of teaching proficiency. The lessons evidenced a displayed alignment with the elements of teaching proficiency in the context of teaching geometry. The dynamic visualisation opportunities offered by DGS proved to supplement the teaching repertoire for the participating teachers. Pedagogical practices influence the use of DGS, as evident from the lessons when the participating teachers incorporated collaboratively developed GeoGebra applets into their classrooms. We argue that the collaborative engagement between teachers appears to be a positive way forward in closing the gap between having access to technology and adapting it for effective use in mathematics classrooms.

The research sought to assess mathematics teachers’ acceptance of Information and Communication Technology (ICT) integration into teaching and learning at the secondary schools. This study was a cross-sectional survey that gathered data with structured questionnaire. The population was mathematics (core and elective) teachers of secondary schools within the Ashanti region of Ghana. Purposive sampling was used to select mathematics teachers from 41 secondary schools in the region. In all, there were 207 usable questionnaires for the study. Structural Equation Modelling (SEM) was run in Amos (v.23) to estimate the path coefficients of the various hypotheses, using Technology Acceptance Model (TAM). The study established that perceived ease of use predicted both perceived usefulness and attitude towards use; perceived usefulness predicted attitude towards use and behavioral intention; attitude towards use of technology predicted the behavioral intention to adopt technology in teaching and learning, while behavioral intention also predicted actual usage of ICT in teaching and learning of mathematics. As an extension to the original TAM, the study found school related factors as percussor to perceived usefulness and perceived ease of use. Similarly, ICT training was found to greatly influence perceived usefulness and perceived ease of use. Keywords: ICT, mathematics education, structural equation modelling, technology acceptance model

This research focuses on the implementation of SIPD from a user perspective using the TAM and Personal Innovativeness approaches in District X. This study utilizes a quantitative method with primary data collected through questionnaires and processed using PLS-SEM to examine the relationship between personal innovativeness, perceived usefulness, perceived ease of use, attitude toward using, and actual usage in the preparation of LKPD using SIPD. The results show that Attitude Toward Using affects Actual Usage, Perceived Ease of Use affects Attitude Toward Using and Perceived Usefulness, Personal Innovativeness affects Perceived Ease of Use, but Personal Innovativeness has no effect on Perceived Usefulness, and Perceived Usefulness has no effect on Attitude Toward Using. The present study focuses exclusively on a single district; consequently, its findings cannot be generalized to represent conditions across districts in general. This research combines the original version of TAM and Personal Innovativeness, focusing on all SKPK to provide a comprehensive overview. This approach is necessary because several SKPKs have more complex transactions, which affect users' use of SIPD.

This study aims to analyze the role of Personal Innovativeness in influencing the actual use of the MyTelkomsel application through an extended Technology Acceptance Model (TAM). In this model, Personal Innovativeness is positioned as a core construct that influences three key user perceptions: Perceived Ease of Use, Perceived Usefulness, and Perceived Enjoyment. A total of 355 respondents participated in the study, and the data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that seven out of eight hypothesized paths between constructs in the model demonstrate statistically significant effects. The only non-significant relationship is found between Perceived Ease of Use and Attitude Toward Use, suggesting that ease of use is no longer a major determinant of user attitudes toward digital applications, possibly because it is now perceived as a basic standard in technology usage. Conversely, Personal Innovativeness consistently exerts a significant influence on all three key perceptions, which in turn affect users’ attitudes, intentions, and actual behaviors. These results underscore the strategic role of innovative personal characteristics in driving adoption and active engagement with digital applications. The practical implications highlight the importance of user segmentation based on innovation levels, the development of enjoyable features, and the refinement of user experience to promote sustained engagement within digital ecosystems such as MyTelkomsel.

PurposeMobile shopping is expected to emerge as a new way of shopping as the Asia Pacific region moves towards the digital era. It is important to understand factors that influence consumers’ intentions to adopt this new shopping channel, especially in developing countries such as Malaysia where it has the fastest growing mobile penetration rate in the world. The purpose of this paper is to integrate the Technology Acceptance Model (TAM) and the Theory of Planned Behaviour (TPB), and includes additional variables such as personal innovativeness (PI) and trust.Design/methodology/approachEmpirical data from 453 consumers were tested against a proposed model using partial least squares structural equation modelling.FindingsFindings suggest that most of the constructs in the model (i.e. trust, perceived ease of use, perceived usefulness, attitudes, PI and perceived behavioural control) influence a shopper’s intentions towards adopting mobile shopping. For example, consumers’ attitudes towards M-shopping adoption is higher if a system is not complex and easy to use; if consumers can easily pull out their mobile devices from their pockets to browse or shop by using just one finger, without a complicated process, they tend to use M-shopping channels. In addition, when mobile technology is user-friendly and free from mental effort, it creates positive perceptions that the system is useful, developing stronger intentions for consumers to adopt this alternative.Originality/valueSince M-shopping is a personalised activity that involves money transactions, consumers are more cautious with adoption intentions, and do not follow social norms blindly. Thus, the empirical evidence from Malaysian consumers contributes to literature with insights into their specific m-shopping behaviour in this emerging market. In addition, from a theoretical perspective, the research model in this study integrates both TAM and TPB to provide a holistic view of consumers’ M-shopping adoption intentions in an emerging market, incorporating user-centric factors (i.e. trust and PI). An important finding which differs from other studies is that the relationship between subjective norms and behavioural intention to use M-shopping was not significant, which is contrary to the findings of previous studies. Moreover, attitude was found to mediate the effect of PEOU and PU on consumer’s intention towards mobile shopping adoption. The validated instrument would serve as a useful guideline for researchers during development and refinement of studies on M-shopping.

The study aims to determine the views of final-year pre-service mathematics teachers towards their experience of the use of dynamic geometry software in teaching, following the implementation processes that they carried out when using this software in a real classroom environment. The study was designed as a case study, which is one of the qualitative research methods. The study was conducted with four pre-service teachers studying in the mathematics teaching department at the education faculty of a university in Turkey during the 2016 to 2017 academic year. As one of the results of the study, it was observed that the pre-service teachers, following the theoretical lessons that they had in the education faculty prior to implementation, gave more limited opinions, whereas during the school experience application of dynamic geometry software, following its application in a classroom environment, they mentioned more features of this software for use in teaching. The pre-service teachers, in relation to their real classroom experiences, expressed their views on the features “concretisation and visualisation”, “possibility of presenting many examples”, “making students feel that mathematics is valuable”, “permanence and facilitation of learning”, and “preventing erroneous mental representations” with regard to the role of dynamic geometry software (DGS) use in teaching and learning. Yet, prior to using DGS in the classroom, these pre-service teachers had given importance only to the “concretisation and visualisation” and “permanence and facilitation of learning” characteristics. Key words: Dynamic geometry, pre-service mathematics teacher, geometric shapes, views.

This article introduces a new construct coined as Computer User Learning Aptitude (CULA). To establish construct validity, CULA is embedded in a nomological network that extends the technology acceptance model (TAM). Specifically, CULA is posited to affect perceived usefulness and perceived ease of use, the two underlying TAM constructs. Furthermore, we examine several antecedents of CULA by relying on the second language learning literature. These include computer anxiety, tolerance of ambiguity, and risk taking. Conceptualization of CULA is based on the observation that computer systems use language as communication between the computer and the user, making system usage significantly dependent on the ability of the individual to learn the language. We posit that learning to communicate with computer technology is akin to learning a second language, that is, a language learned after the first language(s) or native language(s), and is referred to as computerese. The proposed construct, CULA, measures the aptitude of an individual to learn computerese, and it is specified as a second-order variable. It includes measures of three critical facets of computerese pertaining to general hardware/software, programming, and the Internet. Significant relationships are found between computer anxiety, tolerance of ambiguity, and taking risk with CULA, as well as between CULA and TAM constructs.

The ability of a student to obtain, analyze, measure and compare the many instances of a mathematical proposition in a dynamic geometry environment gives him/her opportunities to make conjectures and test a proposition. These roles for dynamic geometry software are widely acknowledged as having the potential to enrich the teaching of geometry. Furthermore, Hoyles and Jones (1998) claim that dynamic geometry, supported by ‘‘what if’’ and ‘‘what if not’’ questions, has the potential to promote links between empirical and deductive reasoning. A classic set of problems in Euclidean plane geometry consists of finding the path of a point that is subject to given constraints. Its systematic study goes back to a lost work (in two books) of Apollonius of Perga, Plane loci (Botana and Valcarce 2003). Except for the simplest loci, such as lines, circles and perhaps the conics, this subject is usually avoided in most geometry texts. This is due to the common difficulties faced when mentally visualizing various objects with different movements. With the emergence of dynamic geometry software, the locus problems have attracted new interest from researchers. Using the locus generation features of these software one can easily obtain the locus of a point under some constraints. Although there are some minor differences, different dynamic geometry software, behave in a similar way when obtaining loci. In general, two objects must be selected: the first one, usually a point called the driving point or mover, is bound to a path, whereas the other, the locus point, must depend somehow on the first one. Since the element

A respectable amount of work dealing with Technology Acceptance Model (TAM) clearly indicates a popularity of TAM in the field of technology acceptance in general. Nevertheless, there is still a gap in existing knowledge regarding representative academic literature that underlie research on TAM in educational context. The main objective of this systematic literature review is to provide an overview of the current state of research efforts on TAM application in the field of learning and teaching for a variety of learning domains, learning technologies and types of users. Through systematic search by the use of EBSCO Discovery Service, the review has identified 71 relevant studies ranged between 2003 and 2018. The main findings indicate that TAM and its many different versions represent a credible model for facilitating assessment of diverse learning technologies. TAM's core variables, perceived ease of use and perceived usefulness, have been proven to be antecedent factors affecting acceptance of learning with technology. The paper identifies some gaps in current work and suggests areas for further investigation. The results of this systematic review provide a better understanding of TAM acceptance studies in educational context and create a firm foundation for advancing knowledge in the field. Practitioner Notes What is already known about this topic Technology acceptance research in teaching and learning context has become an attractive trend. A number of reviews and meta‐analysis focused on specific topics related to technology acceptance in education have been conducted. The Technology Acceptance Model (TAM) is the key model in understanding predictors of human behaviour towards potential acceptance or rejection of the technology. What this paper adds The state of current research on Technology Acceptance Model application in educational context lacks comprehensive reviews addressing variety of learning domains, learning technologies and types of users. The paper presents systematic review of relevant academic literature on Technology Acceptance Model (TAM) in the field of learning and teaching. The paper provides empirical evidence on the predictive validity of the models based on TAM presented in selected literature. The findings revealed that TAM, along with its many different versions called TAM++, is a leading scientific paradigm and credible model for facilitating assessment of diverse technological deployments in educational context. TAM's core variables, perceived ease of use and perceived usefulness, have been proven to be antecedent factors that have affected acceptance of learning with technology. Implications for practice and/or policy The systematic review adds to the body of knowledge and creates a firm foundation for advancing knowledge in the field. By following the most common research objectives and/or by filling current gaps in applied research methods, chosen sample groups and types of result analysis, an own study could be conducted. Future research may well focus on identifying additional external factors that could further explain acceptance and usage of various learning technologies.

In the present study, the effects of using dynamic geometry software in active learning framework on students’ problem posing skills and their views about problem posing were examined. The participants consisted of 16 eighth-grade students. Data were collected by problem posing tests, open-ended questions, student diaries, and dynamic geometry software supported tasks. The study, designed with the embedded mixed method, lasted 13 weeks. The dependent t-test was used in the analysis of quantitative data, and descriptive analysis was performed in qualitative data. Problem posing skills of students examined according to use of mathematical language, grammar and expression, suitability to acquisitions, quantity and quality of data, solvability, originality, solution of the problem criteria. In the present study, it was determined that the use of dynamic geometry software in active learning framework developed students’ problem posing skills. The problems that students posed in the dynamic geometry software during the implementation process indicated improvement in terms of problem posing skills as the weeks passed. It was found that students had positive views about the problem posing process, while they experienced some difficulties in this process.

Teachers’ technology adoption has been the focus of many researches since a long time and various factors affecting adoption process have been examined. Even though various factors affecting technology acceptance process have been revealed, the results are still limited and conflicting. This study aimed to investigate the effect of teachers’ personal innovativeness on their technology acceptance. The study group consisted of 237 primary and secondary school teachers. Descriptive statistics and structural equation modeling were used in data analysis. The results revealed that most of the teachers fall in “early majority” category of adoption and their innovativeness level was found to be low. Perceived usefulness and perceived ease of use of highly innovative teachers were found to be significantly higher than their low level counterparts. The results of structural equation model showed that personal innovativeness was influential in the technology acceptance of teachers. Perceived usefulness, perceived ease of use and subjective norms were direct determinants of behavioral intention, whereas personal innovativeness’ effect was indirect. In addition, personal innovativeness has been found have a positive effect on perceived usefulness, perceived ease of use and subjective norms.

The rapid development of Information and Communication Technology (ICT) opened up new possibilities for teaching and assessment practices in higher education. This has encouraged educational institutions worldwide to change assessment format from paper-based to computer-based assessments. In the higher education context, teachers’ behavioural intention to adopt e-assessments is affected by a number of factors. The literature in the field of e-assessment adoption suggests that there is a need to better understand and conceptualise e-assessment adoption and the range of behavioural factors influencing e-assessment adoption decision-making in higher education. This study aims to address that need. The study employed an exploratory sequential approach with mixed methods. It utilised both qualitative and quantitative research methodologies to meet the research aim: to investigate the e-assessment adoption process and related experiences and evaluations as reported by Computer and Information Science (CIS) teachers at a higher education institution in the UAE. The investigation was performed via proposing, designing, testing and developing a conceptual model for e-assessment adoption, building on the chosen most relevant ICT innovation adoption models (TRA1, TPB2, TAM3, and UTAUT4), commonly known in the field of CIS. The study found that the CIS teachers’ behavioural intention to adopt e-assessments depends primarily on the technology-assessment fit, the perceived usefulness, and the social influence. It was also discovered that the perceived self-efficacy has a negative impact on computer anxiety, and at the same time, it has a positive impact on perceived ease-of-use. Furthermore, it was found that the perceived ease-of-use and the facilitating conditions have a positive impact on behavioural intention. However, the impact of those two factors is not as significant as the other factors (technology-assessment fit, perceived usefulness, and social influence). _______________________________________________________________ 1 Theory of Reasoned Action Model (Fishbein & Ajzen, 1975) 2 Theory of Planned Behaviour Model (Ajzen, 2002) 3 Technology Acceptance Model I and II (Davis, 1989) 4 Unified Theory of Acceptance and Use of Technology Model (Venkatesh, Morris, Davis, and Davis (2003)

This study examines the intention to use ChatGPT among college students using the Technology Acceptance Model (TAM). We investigate perceived usefulness, perceived ease of use, information quality, perceived risk, immediate connectivity, and reliability. Our findings support the hypothesis that perceived usefulness, perceived ease of use, information quality, and reliability positively influence college students' intention to use ChatGPT. However, perceived risk and immediate access do not significantly impact intention. Additionally, personal innovation moderates these relationships, with higher personal innovativeness leading to stronger perceptions of ChatGPT's usefulness, ease of use, information quality, and reliability. Individuals with low personal innovativeness are more influenced by perceived risk.