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This research aims to identify key factors affecting the adoption of digital simulations by pre-service science teachers.

Factors Influencing Pre-service Science Teachers’ Use of Simulations: An Extended UTAUT-2 Model Approach

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This research aims to identify key factors affecting the adoption of digital simulations by pre-service science teachers.
Employed an extended UTAUT-2 model framework to analyze factors influencing simulation use.
Collected data from 213 pre-service teachers and used structural equation modeling for analysis.
Examined the role of psychological and technological factors in shaping behavioral intentions.
The model explained 79.7% of the variance in behavioral intention toward simulation use.
Performance expectancy, effort expectancy, and facilitating conditions were significant predictors of intention.
Hedonic motivation was identified as a strong precursor to technological self-efficacy, emphasizing the importance of enjoyable learning experiences.

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Research explores influences on pre-service science teachers' simulation adoption, highlighting self-efficacy implications.

Yenen et al. (2026) studied this question.

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