As Bhutan promotes the use of educational technologies in science and mathematics classrooms, understanding what factors drives teachers to adopt these tools is essential. One key factor identified is teachers` behavioural intention (BI) to accept and use such tools. This study examined the factors influencing Bhutanese teachers` BI to use PhET simulations, using a modified Unified Theory of Acceptance and Use of Technology framework. The model was modified by replacing Performance Expectancy and Effort Expectancy with perceived usefulness (PU) and perceived ease of use (PeoU) from the Technology Acceptance Model, while retaining social influence (SI) and facilitating conditions (FC). Using a purposive sampling method, both quantitative and qualitative data were collected from 301 science and mathematics teachers using a survey questionnaire consisting both self-created and adapted items from prior studies. The Partial Least Squares Structural Equation Modelling analysis showed that FC (<InlineEquation ID="IEq1"> <EquationSource Format="TEX">\(\:\beta\:\)</EquationSource> </InlineEquation> = 0.35, t = 3.722, p < 0.01) was the strongest direct predictor of BI, followed by PU (<InlineEquation ID="IEq2"> <EquationSource Format="TEX">\(\:\beta\:\)</EquationSource> </InlineEquation> = 0.344, t = 7.763, p < 0.001) and PeoU (<InlineEquation ID="IEq3"> <EquationSource Format="TEX">\(\:\beta\:\)</EquationSource> </InlineEquation> = 0.169, t = 2.749, p < 0.01). While SI (<InlineEquation ID="IEq4"> <EquationSource Format="TEX">\(\:\beta\:\)</EquationSource> </InlineEquation> = 0.083, t = 1.445, p > 0.05) did not directly predict BI, it exerted an indirect effect through its influence on PU. Collectively, PU, PeoU, FC, and SI explained 56.5% of the variance in BI. Additionally, the word cloud analysis of teachers` responses to open-ended survey revealed that while they appreciated PhET simulations for making complex concepts easier and promoting interactive, hands-on learning, they also identified several major barriers to adoption, including limited resources (computers, projectors, and internet access), a bulky syllabus, and time constraints. Altogether, the findings suggests that policy makers, school leaders, and teacher educators seeking to encourage sustained use of PhET simulations in Bhutanese classrooms and similar contexts, should invest in teacher training, technical equipment, instructional design materials, ongoing support, while clearly showcasing the tool`s educational values to ensure effective and sustainable integration.

Facilitating Conditions and Perceived Usefulness Drive Bhutanese Teachers` Intention to Use PhET Simulations

期刊论文
发表日期：

2025年10月14日

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Tshering Dorji,
Pelden Nima

摘要

As Bhutan promotes the use of educational technologies in science and mathematics classrooms, understanding what factors drives teachers to adopt these tools is essential. One key factor identified is teachers` behavioural intention (BI) to accept and use such tools. This study examined the factors influencing Bhutanese teachers` BI to use PhET simulations, using a modified Unified Theory of Acceptance and Use of Technology framework. The model was modified by replacing Performance Expectancy and Effort Expectancy with perceived usefulness (PU) and perceived ease of use (PeoU) from the Technology Acceptance Model, while retaining social influence (SI) and facilitating conditions (FC). Using a purposive sampling method, both quantitative and qualitative data were collected from 301 science and mathematics teachers using a survey questionnaire consisting both self-created and adapted items from prior studies. The Partial Least Squares Structural Equation Modelling analysis showed that FC ( \(\:\beta\:\) = 0.35, t = 3.722, p < 0.01) was the strongest direct predictor of BI, followed by PU ( \(\:\beta\:\) = 0.344, t = 7.763, p < 0.001) and PeoU ( \(\:\beta\:\) = 0.169, t = 2.749, p < 0.01). While SI ( \(\:\beta\:\) = 0.083, t = 1.445, p > 0.05) did not directly predict BI, it exerted an indirect effect through its influence on PU. Collectively, PU, PeoU, FC, and SI explained 56.5% of the variance in BI. Additionally, the word cloud analysis of teachers` responses to open-ended survey revealed that while they appreciated PhET simulations for making complex concepts easier and promoting interactive, hands-on learning, they also identified several major barriers to adoption, including limited resources (computers, projectors, and internet access), a bulky syllabus, and time constraints. Altogether, the findings suggests that policy makers, school leaders, and teacher educators seeking to encourage sustained use of PhET simulations in Bhutanese classrooms and similar contexts, should invest in teacher training, technical equipment, instructional design materials, ongoing support, while clearly showcasing the tool`s educational values to ensure effective and sustainable integration.