.png){kind=icon}
.png){kind=icon}
Return
Teachers’ perceptions within emerging technology STEM/STEAM environments: psychometric analysis with moderation effects
.png){kind=icon}
PRE
AI
A
M
S
B
Z
DOI：10.1007/s10639-026-14115-9.png)
.png){kind=icon}
Original request for help.png){kind=icon}
Share.png){kind=icon}
Save
Abstract
En 中文
Cognitive overload during technology adoption represents a significant challenge in STEM/STEAM education, potentially affecting teachers’ acceptance and effective use of educational technologies. To better understand this issue, our study aimed to adapt and validate the TAM-CLT model for teacher purposes and examine how cognitive load influences technology acceptance in STEM/STEAM learning environments. Using Rasch measurement and Structural Equation Modeling (SEM), data from 801 STEM/STEAM teachers were analyzed, including an evaluation of rating scale category functioning to ensure the accurate interpretation of response criteria. The results indicate that the model demonstrates strong psychometric structure, performs reliably, and effectively captures meaningful variation in respondents’ perceptions. Furthermore, gender, teaching subject, and technology type were found to moderate several relationships among TAM and CLT constructs. These findings provide a methodological framework for examining educational stakeholders’ perceptions of technology adoption and cognitive load. The study also highlights implications for educational practice, further validation across diverse contexts, and future extensions of the model. Clinical trial registration. Not applicable.
Keywords:
Cognitive load
Perceptions
STEM/STEAM teachers
Technology acceptance
Journal
IF:
5.4
Papers:
921
Citations:
1.7W
Organization
Cited Papers