Exploring the Adoption Intention in Using AI-Enabled Educational Tools Among Preservice Teachers in the Philippines: A Partial-Least Square Modeling

TL;DR

This study investigates factors influencing preservice teachers in the Philippines to adopt AI educational tools, emphasizing internal motivation and confidence over external factors, using PLS-SEM analysis.

Contribution

It applies the UTAUT2 framework with additional predictors to identify key factors affecting AI tool adoption among preservice teachers.

Findings

Performance expectancy and hedonic motivation are the strongest predictors.

Computer self-efficacy, anxiety, and playfulness influence effort expectancy.

External factors like social influence have limited effects.

Abstract

This study examines the factors influencing pre-service teachers' behavioral intention to use AI-enabled educational tools during their practicum, using the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) as the theoretical framework. The model includes the core UTAUT2 constructs such as performance expectancy, effort expectancy, hedonic motivation, social influence, facilitating conditions, price value, and habit. It also incorporates additional predictors including computer self-efficacy, computer anxiety, and computer playfulness. Data were collected from 563 pre-service teachers using a structured questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that performance expectancy and hedonic motivation are the strongest predictors of behavioral intention. Computer self-efficacy, computer anxiety, and computer playfulness significantly influenced effort expectancy, although effort expectancy did not directly predict behavioral intention. Performance expectancy was significantly predicted by extrinsic motivation, job fit, relative advantage, and outcome expectations. Constructs such as social influence and facilitating conditions showed limited or inverse effects. These findings suggest that internal motivational, cognitive, and emotional factors are more influential than external or institutional factors in shaping the adoption of AI-enabled tools. The study highlights the importance of promoting personal relevance, confidence, and enjoyment in teacher preparation programs to encourage technology integration.