<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Taktat Ateş, Y.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EARLY CHILDHOOD TEACHERS’ ADOPTION OF AUGMENTED REALITY: EVIDENCE FROM A UTAUT2-BASED MODEL IN PRESCHOOL SCIENCE EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">augmented reality</style></keyword><keyword><style  face="normal" font="default" size="100%">early childhood education</style></keyword><keyword><style  face="normal" font="default" size="100%">preschool science education</style></keyword><keyword><style  face="normal" font="default" size="100%">technology acceptance</style></keyword><keyword><style  face="normal" font="default" size="100%">UTAUT2</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4771006</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">84</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Augmented reality (AR) has been increasingly recognised as a promising digital tool for enhancing inquiry-oriented science learning in early childhood settings. Nevertheless, empirical evidence remains limited regarding the factors that shape preschool teachers’ readiness to adopt AR within their educational practice. Drawing on the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2), this study examines the determinants influencing preschool teachers’ intentions to adopt AR for science education in Turkey. The sample comprised 1,020 pre-service and in-service preschool teachers who engaged in a multi-phase research process that included interaction with AR-based science scenarios, structured informational content, and completion of an adapted UTAUT2 questionnaire designed for early childhood contexts. Data were analysed using confirmatory factor analysis and structural equation modelling. The findings indicated that all seven UTAUT2 constructs exerted statistically significant effects on behavioural intention. In particular, hedonic motivation, performance expectancy, and habit emerged as the most influential predictors, suggesting that enjoyment-related and routine-oriented considerations play a central role in early childhood teaching environments characterised by play-based learning and established daily practices. Overall, the model accounted for 62% of the variance in teachers’ behavioural intention, demonstrating strong explanatory capacity and supporting the relevance of the UTAUT2 framework for early science education. By extending technology acceptance research to a previously underexplored developmental and pedagogical context, the study underscores the need for AR design, professional development, and institutional support strategies that are closely aligned with the realities of preschool teaching.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">186-206</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Serbay Durmaz</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHERS’ ADOPTION OF GAMIFICATION AND SIMULATION-BASED LEARNING IN SCIENCE EDUCATION: AN EXTENDED UTAUT2 MODEL</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">gamification</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">simulation-based learning</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher adoption</style></keyword><keyword><style  face="normal" font="default" size="100%">technology acceptance</style></keyword><keyword><style  face="normal" font="default" size="100%">UTAUT2</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4843274</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">84</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The rapid advancement of digital technologies has intensified interest in innovative educational approaches such as gamification and simulation-based learning (GSBL) in science education. Despite their documented pedagogical benefits, teachers’ adoption of these approaches remains limited. This study examines the determinants of in-service science teachers’ intention to use GSBL through the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2). A cross-sectional survey design was employed with a sample of 800 in-service science teachers who participated in a structured professional development program. Structural equation modeling (SEM) was used to test the proposed research model and hypotheses. The results indicate that performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, price value, and habit significantly predict teachers’ behavioral intention to adopt GSBL. The findings contribute to the literature by validating UTAUT2 in the context of science education and by offering practical implications for policymakers, teacher educators, and school administrators seeking to promote technology-enhanced pedagogies. </style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Research article </style></work-type><section><style face="normal" font="default" size="100%">295-314</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Joseline M. Santos</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">GOOGLE CLASSROOM: BEYOND THE TRADITIONAL SETTING</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">active system use</style></keyword><keyword><style  face="normal" font="default" size="100%">behavioral intention</style></keyword><keyword><style  face="normal" font="default" size="100%">Google Classroom</style></keyword><keyword><style  face="normal" font="default" size="100%">perceived ease of use</style></keyword><keyword><style  face="normal" font="default" size="100%">perceived usefulness</style></keyword><keyword><style  face="normal" font="default" size="100%">technology acceptance</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1628687350.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">79</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This research explored the participants’ use of Google Classroom and evaluated its acceptability using the Technology Acceptability Model (TAM). The respondents were limited to 56 teachers enrolled in the research methodology class in a graduate school of a certain university in Bulacan during the first semester of the school year 2019-2020. The study utilized a mixed-method design. Triangulated were the result of the TAM survey, the analysis of the open-ended survey, and the record of the submission frequency of the respondents through Google Classroom. The descriptive approach was also utilized to describe the respondents' technology acceptance when using Google Classroom through the administration of the TAM survey questionnaire. The study also determined which TAM factor affected the consistency of the use of Google Classroom the most. Among the factors, actual system use appeared to have significantly affected the respondents' consistency of using Google Classroom. A separate open-ended survey was conducted to verify the data derived from the TAM survey questionnaire. The open-ended survey revealed that despite the difficulty of having a good internet connection, all of the respondents agreed that Google Classroom is very useful, easy to use and would recommend its use to others.  The consistency of actual use, through online submission, was recorded and served as the dependent variable. In terms of consistency, it was observed that 62.5% of the respondents were able to submit 11 to 12 out of 12 total number of activities through Google Classroom.  It was concluded that the use of Google Classroom, though a new experience, made them realize how their life as a teacher can be more comfortable with the use of this technology. </style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">626-639</style></section></record></records></xml>