Abstract As digital simulations become increasingly pivotal in science education, understanding the psychological and technological factors that drive their adoption by future educators is essential. This research employs an extended Unified Theory of Acceptance and Use of Technology 2 (UTAUT-2) framework to explore the factors influencing simulation adoption among pre-service science teachers (PSSTs). Data were collected from 213 participants and analysed using structural equation modelling. The results demonstrate that the proposed model possesses a remarkably high explanatory power, accounting for 79.7% of the variance in behavioral intention. While performance expectancy, effort expectancy, and facilitating conditions were found to be significant direct predictors, a striking finding is the central mediating role of technological self-efficacy. Statistical analysis reveals that social influence and hedonic motivation do not merely impact intention directly; instead, they fundamentally shape the participants’ internal beliefs regarding their technical capabilities. Notably, the pleasure derived from simulation use (Hedonic Motivation) emerged as the strongest precursor to self-efficacy, suggesting that “joyful learning” experiences are critical for building professional confidence. These findings imply that simply providing access to technology is insufficient. To ensure effective classroom integration, teacher training programs must prioritise user-friendly simulation interfaces and foster environments that enhance self-efficacy through positive emotional engagement.
Yenen et al. (Mon,) studied this question.