Influencing factors of behavioral intention to use micro-lectures for teaching among pre-service mathematics teachers in China: a modified UTAUT-2

Abstract

Micro-lectures are capable of enhancing students learning interest, reducing cognitive load, and improving academic achievement. Behavioral Intention (BI) of Pre-service Mathematics Teachers (PMTs) to adopt micro-lectures for teaching reflects the efficacy of education in colleges, perceived as critical factors in leveraging the impact of information technology in future basic education. Studying teaching intention and influencing factors of PMTs in China holds practical significance for advancing basic and higher education informatization. Therefore, this research aims to extend the Unified Theory of Acceptance and Use of Technology (UTAUT2) model by incorporating TPACK and Teaching Reflection (TR) as key factors influencing PMTs behavioral intention to use micro-lectures for teaching. It uses Partial Least Squares Structural Equation Modeling to analyze data from 535 PMTs in Guangxi, China. The results show that PMTs generally exhibit a positive BI towards using micro-lectures for instruction. It further shows that Attitude (ATT), Social Influence (SI), Performance Expectation (PE), and TR directly influence BI, while Facilitating Conditions (FC), Technological Pedagogical Content Knowledge (TPACK), and Hedonic Motivation (HM) indirectly affect BI through mediating pathways. This research contributes to the literature by offering a refined model for understanding technology adoption in teachers education. In conclusion, the results provide actionable insights for universities to enhance teachers training programs and promote the integration of micro-lectures into mathematics instruction, supporting the broader goal of advancing educational informatization.