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

• URL: http://arxiv.org/abs/2604.27346v1
• Date: Thu, 30 Apr 2026 02:56:39 GMT
• Title: Exploring the Adoption Intention in Using AI-Enabled Educational Tools Among Preservice Teachers in the Philippines: A Partial-Least Square Modeling
• Abstract summary: This study examines the factors influencing pre-service teachers' behavioral intention to use AI-enabled educational tools during their practicum.<n>Data were collected from 563 pre-service teachers using a structured questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM)<n>Results indicate that performance expectancy and hedonic motivation are the strongest predictors of behavioral intention.
• Score: 0.1303326183112926
• License: http://creativecommons.org/licenses/by/4.0/
• 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.

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