A Pedagogically Enriched Technology Acceptance Model: The Role of Inquiry-Oriented Instructional Design

Abstract

This study examines teachers’ acceptance of an inquiry-oriented, Crime Scene Investigation (CSI)-based teaching sequence supported by a Virtual Scanning Electron Microscope (Virtual-SEM) using an extended Technology Acceptance Model (TAM). While TAM has been widely used to explain technology adoption, its traditional focus on cognitive perceptions may not fully capture the pedagogical complexity of educational settings. To address this, the study integrates pedagogical and affective variables, namely Inquiry Engagement (INQ), Trust (TR), and Self-Efficacy (SE), into the TAM framework. Data were collected from 30 teachers who evaluated a teaching sequence designed according to constructivist principles and the 5E Instructional Model. Descriptive statistics, reliability analysis, correlation analysis, and multiple regression analyses were employed to examine the relationships among constructs. The findings indicate high perceived usefulness, positive attitudes, and strong behavioral intention to adopt the sequence. Inquiry Engagement was significantly associated with both Perceived Usefulness and Attitude Toward Use, while Trust was significantly associated with Perceived Ease of Use and attitudes. In contrast, Perceived Usefulness showed a weak and non-significant association with attitudes, suggesting that pedagogical factors may play a particularly important role in technology acceptance. Attitude Toward Use showed the strongest association with Behavioral Intention. The findings provide preliminary support for an extended, pedagogically enriched TAM and highlight the potential importance of instructional design in technology acceptance.