| Yazarlar (2) |
Hüseyin Ateş
Kırşehir Ahi Evran Üniversitesi, Türkiye |
Dr. Öğr. Üyesi Cengiz GÜNDÜZALP
Kafkas Üniversitesi, Türkiye |
| Özet |
| This study examines the determinants of science teachers' intentions to adopt augmented reality-based gamification through an integrated framework that merges the General Extended Technology Acceptance Model for E-Learning (GETAMEL) with Protection Motivation Theory. The research investigates how cognitive factors, including perceived usefulness and ease of use, interact with motivational constructs such as self-efficacy, anxiety, and perceived threats to influence adoption intentions. Furthermore, the study explores the moderating effect of professional status (pre-service vs. in-service teachers) to identify variations in adoption patterns. A structural equation modeling approach was employed to validate the proposed hypotheses using a diverse sample of 1,634 science teachers. The findings demonstrate that cognitive evaluations, motivational drivers, and social influences jointly shape teachers' … |
| Anahtar Kelimeler |
| Augmented reality-based gamification | GETAMEL | Protection motivation theory | Technology adoption | Science teachers | Integrated theoretical framework |
| Makale Türü | Özgün Makale |
| Makale Alt Türü | SSCI, AHCI, SCI, SCI-Exp dergilerinde yayınlanan tam makale |
| Dergi Adı | International Journal of Education and Information Technologies |
| Dergi ISSN | 2074-1316 Wos Dergi |
| Dergi Tarandığı Indeksler | SSCI |
| Dergi Grubu | Q1 |
| Makale Dili | İngilizce |
| Basım Tarihi | 03-2025 |
| Cilt No | 30 |
| Sayı | 12 |
| Sayfalar | 17361 / 17403 |
| Doi Numarası | 10.1007/s10639-025-13480-1 |
| Makale Linki | https://doi.org/10.1007/s10639-025-13480-1 |
| Atıf Sayıları | |
| Google Scholar | 3 |
