Beyond initial perceptions: A quasi-experimental study of how hands-on training shapes teachers' mobile learning acceptance
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This quasi-experimental study examines the transition from acceptance before use to acceptance after use of mobile learning technology among teachers and evaluates the role of training in facilitating this transition. Using the Technology Acceptance Model framework, it explores how hands-on experience with an adaptive, collaborative, free mobile learning application (Artefac) shapes acceptance differently across pre-service and in-service teachers. A 2×2 quasi-experimental design involved 112 French teachers (57 pre-service, 55 in-service) assigned to either a 3-h Artefac Training condition or an unrelated Control condition. Participants completed questionnaires measuring perceived usefulness for teaching, perceived usefulness for students, perceived ease of use, perceived enjoyment, and intention to use before and after the intervention. Results revealed contrasting patterns across acceptance dimensions. While perceived usefulness for students remained consistently positive across all conditions and Status groups, perceived usefulness for teaching significantly decreased among in-service teachers following Artefac training. Training improved perceived ease of use across both Status groups. Intention to use decreased significantly in the Training condition, while remaining stable in the Control condition. These findings suggest that distinguishing between student-centered and teacher-centered benefits in technology acceptance research may be a fruitful avenue worth exploring further, as training effects appear to unfold differently across career stages and acceptance dimensions. The study underscores the importance of measuring both acceptance before and after use, as hands-on experience with technology can reveal acceptance patterns that differ significantly from initial perceptions, providing a more complete understanding of technology acceptance processes.
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