Twenty Reasons Why: Investigating Use-Related Beliefs and Reasons of Preservice Teachers for (Not) Using an Intent-Based Chatbot During Lesson Planning

Considering the widespread belief in the potential of mobile technology to enhance core activities of teachers, like lesson planning and preparation, limited research has been conducted on the use of mobile technology to support these activities. To address this research gap, this study delved into...

Full description

Saved in:
Bibliographic Details
Published inContemporary issues in technology and teacher education Vol. 24; no. 3; pp. 359 - 383
Main Authors Beyer, Steven, Grave-Gierlinger, Frederik, Meyer-Jenßen, Lars
Format Journal Article
LanguageEnglish
Published 2024
Online AccessGet full text
ISSN1528-5804
1528-5804
DOI10.70725/652385asanaw

Cover

More Information
Summary:Considering the widespread belief in the potential of mobile technology to enhance core activities of teachers, like lesson planning and preparation, limited research has been conducted on the use of mobile technology to support these activities. To address this research gap, this study delved into the acceptance of an intent-based chatbot specifically designed to aid preservice teachers (n = 92) during planning tasks. Using a combination of quantitative and qualitative methods and guided by the Technology Acceptance Model (TAM), findings indicate that Perceived Usefulness was a significant predictor of Chatbot Use, while the role of Ease of Use was more nuanced. Qualitative data analysis provided valuable insights into the factors that influence chatbot adoption or nonadoption, allowing for a contextualized understanding within the TAM framework.
ISSN:1528-5804
1528-5804
DOI:10.70725/652385asanaw