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The vital role of motivation becomes even more evident when considering the digital transformation of learning and teaching environments, especially with the effect of the pandemic. Basic psychological needs and emotions, which have not been comprehensively examined together despite their important roles in motivating, draw attention. Accordingly,...
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Previous research has looked at the positive consequences generated by teacher-generated climates on the motivational experiences of pre-service teachers. However, there is scant research focusing on the adverse motivational consequences that affect the perceptions of future teachers during the training process. The objective of this study was to e...
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... A vital predictor of self-assurance and effectiveness in online instruction is self-efficacy in instructing (Naz et al., 2021). Using technology in online instruction positively impacts the development of pre-service teachers' skills and satisfaction (Şahin and Şahin, 2022;Teoh et al., 2023). ...
Online education has gained widespread adoption in recent years due to several factors, including the COVID-19 pandemic, which has accelerated the growth of online education, with universities transitioning to online platforms to continue their activities. However, this transition has also impacted the preparation of pre-service teachers, who receive training to become licensed or certified teachers. This study investigates the influence of online education on the academic experiences of 130 pre-service teachers attending the Postgraduate Diploma Program at Al Ain University in the UAE. It also explores the relationships between pre-service teachers’ demographics and five academic experiences. A quantitative questionnaire consisting of five newly-developed scales was used for data collection. Pre-service teachers’ demographics were found not to impact effective teaching and learning, skill development, or satisfaction. Age and employment status were found not to influence pre-service teachers’ views of faculty online assessment and feedback or course organization and management. However, online course organization and management and faculty online assessment and feedback were significantly correlated with marital status as engagement and motivation with employment status was, but not with age or marital status. Effective teaching and learning, faculty assessment, and feedback positively impacted pre-service teachers’ engagement and motivation, while effective teaching and learning and course organization correlated with pre-service teachers’ skill development and satisfaction. Research on online education and pre-service teachers’ experiences post-pandemic is limited. Thus, future studies should explore this relationship to understand better pre-service teachers’ online learning experiences, involvement, and success.
... Researchers have observed that anxiety can either facilitate or hinder learning and technology adoption [60]. On the one hand, the negative impact of anxiety on technology's adoption has been widely acknowledged by researchers [38,61]. Studies conducted by Gunasinghe et al. [62], Huang [63], and Maican, Cazan, Lixandroiu, and Dovleac [49] indicated that anxiety can directly impede individuals' intentions to employ new technologies. ...
... Studies conducted by Gunasinghe et al. [62], Huang [63], and Maican, Cazan, Lixandroiu, and Dovleac [49] indicated that anxiety can directly impede individuals' intentions to employ new technologies. Furthermore, technology anxiety negatively affects teachers' beliefs concerning specific technologies, particularly with regard to performance expectancy [64,65] and effort expectancy [61,66]. On the other hand, facilitating anxiety, as described by Piniel [67], elicits an approach behavior that positively influences motivated learning behavior. ...
Generative artificial intelligence (GenAI) has taken educational settings by storm in the past year due to its transformative ability to impact school education. It is crucial to investigate pre-service teachers’ viewpoints to effectively incorporate GenAI tools into their instructional practices. Data gathered from 606 pre-service teachers were analyzed to explore the predictors of behavioral intention to design Gen AI-assisted teaching. Based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model, this research integrates multiple variables such as Technological Pedagogical Content Knowledge (TPACK), GenAI anxiety, and technology self-efficacy. Our findings revealed that GenAI anxiety, social influence, and performance expectancy significantly predicted pre-service teachers’ behavioral intention to design GenAI-assisted teaching. However, effort expectancy and facilitating conditions were not statistically associated with pre-service teachers’ behavioral intentions. These findings offer significant insights into the intricate relationships between predictors that influence pre-service teachers’ perspectives and intentions regarding GenAI technology.
... SDT is a developmental theory with a significant theoretical potential in education and could explain motivational tendencies based on individuals' basic psychological needs for competence (CMP), autonomy (AUT), and relatedness (RLTD) (Ryan & Deci, 2000a;. It was predicted that SDT constructs, which provide a crucial perspective on motivation and whose relationships with core TAM structures have been emphasized in several studies (e.g., Ateş & Yilmaz, 2023;Lu et al., 2019;Racero et al., 2020;Şahin, 2021;Şahin et al., 2022a, 2022bŞahin & Şahin, 2022;Xie et al., 2023aXie et al., , 2023b, have a critical potential in the context of variables that affect the intentions of instructors to continue using online education technologies. ...
... TAM has been employed to examine technology acceptance in several fields, including education. The success of TAM in explaining the adoption processes of different technologies in many areas in a parsimonious way (Venkatesh et al., 2003), and the flexible and robust nature of the model have been demonstrated many times (Baber, 2021;2022a;Şahin & Şahin, 2022). Also, TAM has been the foremost common theory employed in e-learning ( � Sumak et al., 2011). ...
... Finally, relatedness (RLTD) emphasizes the individual's sense of belonging, the need to connect with others in a social or professional setting (Deci & Ryan, 2000;Ryan & Deci, 2020). Several studies investigated the influence of SDT components, and it was determined that these variables were effective predictors of the TAM constructs (Ateş & Yilmaz, 2023;Lu et al., 2019;Racero et al., 2020;Şahin, 2021;Şahin & Şahin, 2022;Xie et al., 2023aXie et al., , 2023b. Based on these, the hypotheses below were formulated. ...
Although research on online education has skyrocketed in recent years due to the pandemic, hybrid education, which is the transition period, has been relatively ignored. In the context of hybrid education, studies focusing on instructors from a motivational perspective are also quite rare. This study deals with the influential variables in the intention to continue online education with a motivational approach. The technology acceptance model is extended with the self-determination theory (competence, autonomy, relatedness), a framework for emotions (positive, negative), and constructs for system quality (system compatibility, system satisfaction). The participants consisted of 308 instructors from 12 different universities. The analyses of the study were carried out with PLS-SEM technique. The results showed that none of the constructs other than perceived usefulness and relatedness had an effect on continuance intention. On the other hand, two of the three strongest relationships in the model were between continuance intention and emotional outcomes. Path modeling results indicate that continuance intention has a crucial role in triggering both positive and negative experience. In addition, the results suggest that the findings for motivation-based variables differ clearly from those obtained in normal settings when it comes to a unique setting such as hybrid education.
... It is important to remember stigma often arises from misconceptions and lack of understanding; therefore, providing accurate information about AIc can help reduce stigma. Prior research demonstrated people who reported feeling more autonomous and competent in using technology were more likely to display favorable attitudes toward its use [28,29]. As such, becoming more familiar with the use of these technologies can dramatically facilitate their acceptance and adoption. ...
Artificial intelligence chatbots may fundamentally transform academic research, automate mundane tasks, and enhance productivity. However, the integration of artificial intelligence chatbots (AIc) is impeded by a complex stigma deeply rooted in individuals' misconceptions and apprehension, including concerns about academic integrity, job displacement, data privacy, and algorithmic bias. The aim of this study was to scrutinize the origins and impacts of the stigma associated with artificial intelligence chatbots within the realm of academic research and to propose strategies to mitigate such stigmas. This study draws parallels between the reception of artificial intelligence chatbots and previous transformative technologies, presenting case studies illustrating the spectrum of responses to the integration of artificial intelligence chatbots into academic research. This study identifies the need for a shift in mindset from perceiving artificial intelligence chatbots as threats to recognizing them as facilitators of efficiency and innovation. It also underscores the importance of understanding these models as tools that aid researchers but do not replace the need for human expertise and judgment. We further highlighted the role of education, transparency, regulation, and ethical guidelines in overcoming the stigma associated with artificial intelligence chatbots. Given how adaptable people are, the surrounding stigma will likely fade with time. We support a cooperative strategy with continuing education and discussion to Review Article New Asian Journal of Medicine 2023;1(2):29-36 30 maximize the benefits of artificial intelligence chatbots while minimizing their drawbacks, hopefully paving the way for their ethical and successful application in scholarly research.
... For example, student teachers who received self-regulation support from an intelligent tutoring system performed greater integration of digital technologies into lesson plan designs than those who did not (Poitras et al., 2018). Additionally, previous studies (e.g., Ibili et al., 2019;Şahin & Şahin, 2022) reveal the impact of teachers' emotions on technology acceptance and integration. For example, Şahin and Şahin (2022) highlighted emotions as drivers of technology adoption for pre-service teachers during the COVID-19 pandemic. ...
Learning analytics dashboards (LADs) are emerging tools that convert abstract, complex information with visualizations to facilitate teachers’ data-driven pedagogical decision-making. While many LADs have been designed, teachers’ capacities for using such LADs are not well articulated in the literature. To fill the gap, this study provided a conceptual definition highlighting data visualization literacy and integrating abilities as two critical components in LAD capacities. Moreover, this study assessed teachers’ LAD capacities through a knowledge test and examined the combined effect of teachers’ self-regulation, emotions, perceptions of LAD usefulness and ease of use, and online teaching experience on teachers’ achievements of the LAD capacity knowledge test. The results of a Bayesian path analysis based on the sample of 150 teachers show that (1) teachers’ self-regulation and perceived LAD usefulness were the two main factors that made significant impacts on their LAD capacities, (2) the factors of negative emotions and perceived ease of use had effects on teachers’ LAD capacities, but such effects were mediated by self-regulation and perceived usefulness, and (3) online teaching experience had little effect on LAD capacities. This is the first study that conceptually researches teachers’ capacities for LAD uses. The findings offer novel perspectives into the complexity of LAD using process and demonstrate the importance of teachers’ self-regulation, emotions, and perceptions of usefulness in enhancing teachers’ abilities to use LADs for pedagogical decisions and actions.
... Moreover, competence is potentially associated with positive attitudes towards new phenomena because it elevates an individual's self-confidence, belief in their own skills, and sense of understanding (Ryan, 2023). If an individual's need for relatedness is met, they may have more positive attitudes towards an object or event because they feel a sense of belonging and connection with others who, for instance, use the same technology (Ryan 2023;Sahin and Sahin, 2022). ...
... Regarding attitudes toward technology, previous studies suggest that individuals who feel more competent and autonomous in their use of technology are more likely to have positive attitudes toward it (Kaya et al., 2022;Lu et al., 2019;Sahin and Sahin, 2022). The fulfillment of basic psychological needs has also been associated with individuals' motivation to use technology (Lu et al., 2019;Moradbakhti et al., 2022. ...
... Based on the literature review by Marangunić and Granić (2015), attitudes towards technology play a crucial role in user acceptance and behavior change. Integrating basic psychological needs with the Technology Acceptance Model (TAM), studies have shown that autonomy, competence, and relatedness significantly influence users' intention to use technology, perceived ease of use, and perceived usefulness (Lu et al., 2019;Sahin and Sahin, 2022). Only limited research exists on the connection between AI and basic psychological needs so far. ...
Artificial intelligence (AI) is becoming increasingly important in all domains of life. Therefore, it is crucial to understand individuals' attitudes towards AI. This article investigated attitudes toward AI through two studies that are based on the self-determination theory and basic psychological needs (autonomy, competence, and relatedness). Study 1 used cross-sectional samples of adult populations aged 18-75 from Finland (N = 1,541), France (N = 1,561), Germany (N = 1,529), Ireland (N = 1,112), Italy (N = 1,530), and Poland (N = 1,533). Study 2 was based on a longitudinal two-wave sample of adults aged 18-80 from Finland (N = 828). Based on the robust regression analyses, Study 1 found that fulfillment of basic psychological needs was associated with higher AI positivity and lower AI negativity across Europe. According to the Study 2 results, based on hybrid multilevel regression models, autonomy and relatedness increased AI positivity and decreased AI negativity over time. The results provide robust evidence on the role of self-determination in attitudes towards AI. Self-determination is an important factor in AI acceptance and is becoming increasingly important considering the rapid development and adoption of AI solutions.
... Motivation studies are often associated with identifying organizational goals and linking them to employees' goals and enabling them to perform specific tasks. Over the years scholars [16,17] thoroughly investigated the role of motivation in accepting new technologies and using them to achieve organizational goals. These studies point out that individuals are motivated either by internal factors such as interest and cultural values or external factors such as pay and organizational requirements. ...
... Due to its ability to predict individuals' behavioral intentions, the theory has been used widely in the education context [23]. Interestingly, some technology adoption studies combined the SDT theory with Technology Acceptance Model (TAM) to predict technology adoption intention [16,17]. ...
... Educational institutions adopted new technology to support learning and teaching activities. Prior studies highlight the role of various factors such as attitude, beliefs, competence, autonomy and relatedness in technology adoption decisions [17]. However, there is limited evidence Fig. 1 Proposed research model to pinpoint the role of emotional constructs. ...
This paper presents a conceptual framework for assessing language teachers’ attitudes and decisions to adopt mixed reality (MR) technology in teaching a new language to high-school students in Australia. A research model grounded in the Human-Organization-Technology (HOT) model and Self Determination Theory (SDT) is proposed. This research study will involve an online questionnaire survey for data collection. The outcomes of this study will support schools, teachers and students in gaining insights into the use of MR technology for supporting learning and teaching. On the theoretical side, this study will focus on the implications of adopting MR technology, and the identification of the main factors affecting teachers’ decision to adopt MR technology. On the practical side, this study will provide insight for teachers, school principals and education providers to develop appropriate strategies for addressing key concerns and make sound decisions in adopting MR technology for effective learning and teaching.KeywordsNew languageHuman-organization-technologyMixed reality technologySelf-determination theoryTeachers
... Besides, it is also facilitated by an individual's perception of positive self-confidence. With excellent perceptions of positive self-confidence, individuals develop their psychological wellbeing, which further influences their motivation, progress their self-management to attain the expected academic achievements and create a democratic classroom environment with effective communication (Casino-García, Llopis-Bueno, & Llinares-Insa, 2021; Gündüz, 2022;Şahin & Şahin, 2022). Additionally, the positive self-confidence perception is affected by the teacher's contentment with their work, enhancing their self-confidence to overcome challenges and psychological wellbeing. ...
The recent statistic suggests the average psychological well-being of Indonesian citizens, including the pre-service training teacher, represents their capacity to overcome future challenges. Excellent psychological well-being is crucial for pre-service training teachers, especially for providing a comfortable learning situation for students and engaging in effective communication with students. This study investigates the psychological well-being of pre-service training teachers. Thus, this study adopted survey techniques with descriptive data analysis. The data were collected from 44 teachers selected by purposive sampling. The criteria for selecting research participants were currently taking pre-service teacher education, elementary school teachers, and willingness to participate in this study. Data were collected using a psychological well-being scale. The results of the analysis showed high and exceedingly high psychological well-being of pre-service training teachers. However, the majority of participants had low scores in the aspect of improving self-quality over time, and some of them presented remarkably low scores. Abstrak: Kesejahteraan psikologis orang Indonesia pada saat ini masih berada pada tingkat rata-rata, sehingga dianggap masih mampu berjuang untuk mengatasi tantangan yang dialami di masa depan, tidak terkecuali guru pre-service training. Guru pre-service training perlu memiliki kesejahteraan psikologis untuk menghadirkan situasi pembelajaran yang nyaman bagi peserta didik dan komunikasi yang efektif dengan peserta didik. Penelitian ini bertujuan untuk mengetahui gambaran kesejahteraan psikologis guru pre-service training. Jenis penelitian ini menggunakan teknik survei dengan analisis deskriptif untuk data yang diperoleh. Sampel penelitian sebanyak 44 guru, dipilih secara purposive sampling. Adapun kriteria pemilihan sampel penelitian yaitu sedang menempuh PPG, guru sekolah dasar, dan bersedia untuk diteliti. Data dikumpulkan menggunakan skala kesejahteraan psikologis. Hasil analisis menunjukkan bahwa kesejahteraan psikologis guru pre-service training berada pada tingkat tinggi dan sangat tinggi. Meskipun demikian, aspek meningkatkan kualitas diri dari waktu ke waktu tidak begitu banyak dimiliki oleh guru pre-service training sebab berada pada tingkat rendah, bahkan sangat rendah.
... Various studies (Clipper, 2020;Liu and Miguel-Cruz, 2022;McKinsey and Company, 2020;Saher and Anjum, 2021;Şahin and Şahin, 2022;Sahut and Lissillour, 2023;Valero and Reenen, 2021;Yuan et al., 2022) have emphasized the importance of technology adoption after COVID-19. The adoption of technologies during the period 2021 and 2022 are compared in Figure 3. ...
... By adding factors, such as age, past use, brand loyalty, or perceived enjoyment and quality, to the original TAM framework, researchers have accumulated understandings about the antecedents and outcomes of users' behaviors, considering the characteristics of specific technologies. In order to extend explorations about the motivation of technology adoption, researchers combined SDT and TAM in several contexts such as online social networking sites continuance intention [41] and technology-enhanced learning during COVID-19 [42,43]. In addition, drawing on SDT and TAM, [44] analyzed users' reactions to a gamified recruitment tool and found that applicants' perceptions of ease of use and usefulness are correlated with the tool's ability to satisfy users' needs for competence and autonomy and to promote autonomous motivation. ...
Implementing the idea of gamification in mobile-assisted language learning has recently been gaining increasing attention from academia and industry. However, few studies have investigated students’ motivation to use and their acceptance of popular gamified English vocabulary learning apps. This study proposes a theoretical framework combining the self-determination theory and the technology acceptance model, and examines it with survey data collected from 272 Chinese college students. The findings of the descriptive statistical and structural equation modeling analysis include: (1) students generally choose these apps out of autonomous motivations instead of controlled motivations; (2) autonomous motivation positively affects both perceived usefulness and ease of use, whereas controlled motivation only shows positive effects on the former; (3) controlled motivation does not affect the autonomous motivation to adopt these apps; and (4) consistent with the TAM frameworks, perceived usefulness and ease of use positively affect behavioral intention and actual behavior in terms of the frequency and duration of use in the gamified English vocabulary learning context. This study is expected to not only provide a solid theoretical explanation about the impact of motivation on the degree of acceptance of learning technologies in the language education context among specific student groups, but also offers practical insights on how to maximize the potential benefits of gamification and mobile learning in foreign language education
