Critical Factors Influencing Pre-Service Teachers’ Use of the Internet of Things (IoT) in Classrooms

Abstract

This This study aims to explore the factors that influence pre-service teachers' decisions to use the Internet of Things (IoT) in a classroom setting as a digital system to enhance their teaching and learning. To achieve this aim, the technology acceptance model (TAM) is used to investigate the effects of using the IoT in an e-learning environment on pre-service teachers’ perceived usefulness, perceived ease of use, attitudes toward using IoT, and the influence of such attitudes on students’ behavior. Forty-seven final-year pre-service teaching students were selected to participate by purposeful sampling. A quantitative approach via regression analysis was conducted to analyze the collected data. The results showed that the TAM-related factors of perceived usefulness and perceived ease of use significantly contributed to pre-service teachers’ intentions to use the IoT in classrooms. However, their intention to use the IoT was not influenced by their attitude toward it. Implications and recommendations for future work are suggested as a result of this study.