English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Using mobile applications in science education has proven to be effective as it adds multiple benefits including learning gains, motivation to learn, and collaborative learning. However, some teachers are reluctant to use this technology for reasons derived from different factors. Hence, it is important to identify what factors affect teachers' intentions to use mobile applications, in order to take actions aiming to encourage them to use this technology in their classes. Accordingly, this study proposes a model to predict science teachers' intentions to use mobile applications in the teaching process. Our model merges the Technology Acceptance Model, the Flow Theory, and the Theory of Planned Behavior. It includes 11 hypotheses that were tested with 1203 pre-service and in-service science teachers from different cities in Turkey. Additionally, the study investigates the mediating role of attitude and perceived usefulness on teachers' intentions to use mobile apps. Further, it examines the moderating role of the sample type on teachers' behavioral intentions. The results indicate that all 11 hypotheses were significant to explain teachers' intentions to use mobile applications. Finally, the study raises theoretical and practical implications to guide stakeholders to undertake actions to enrich educational settings through the use of mobile applications.

Drivers of teachers’ intentions to use mobile applications to teach science