ORIGINAL RESEARCH article
Front. Educ.
Sec. Teacher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1593146
This article is part of the Research TopicEmerging Technologies and Digital Innovations: Recent Research and Practices in Technology-enhanced Learning EnvironmentsView all 15 articles
UNVEILING THE FACTORS INFLUENCING SCIENCE TEACHERS' ADOPTION OF EYE-TRACKING TECHNOLOGY THROUGH THE GETAMEL FRAMEWORK
Provisionally accepted
- Nevsehir University, Nevsehir, Türkiye
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This study investigates science teachers’ intentions and readiness to adopt eye-tracking technology in their teaching practices, utilizing the General Extended Technology Acceptance Model for E-Learning (GETAMEL) as the theoretical framework. Data collected from 800 in-service science teachers were analyzed to identify key factors influencing adoption. Findings reveal that subjective norm, perceived enjoyment, experience, self-efficacy, and anxiety significantly impact perceived usefulness (R² = 0.38) and perceived ease of use (R² = 0.43). These constructs, along with attitudes, strongly influence behavioral intentions (R² = 0.52). The study provides actionable insights for teacher training programs, policy development, and curriculum design, aiming to facilitate the seamless integration of eye-tracking technology into science education.
Keywords: eye-tracking technology, science education, Technology Adoption, GETAMEL framework, teacher training, Behavioral Intention
Received: 25 Mar 2025; Accepted: 12 May 2025.
Copyright: © 2025 Özdemir. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Alper Murat Özdemir, Nevsehir University, Nevsehir, Türkiye
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