Influences on Early Childhood Educators’ Adoption of Gamified Mobile Learning Tools: A Multitheoretical Analysis

Abstract

This study explores the determinants influencing preschool teachers’ intentions to adopt gamified mobile learning tools, employing a hybrid theoretical framework that integrates the Technology Acceptance Model (TAM), Flow Theory (FT), and the Theory of Planned Behavior (TPB). Analyzing responses from a robust sample of 600 preschool teachers, the study examines the cognitive, emotional, and social factors shaping educators’ readiness to embrace these technologies in early childhood educational settings. Through structural equation modeling (SEM), the study tests 11 hypotheses, revealing that perceived usefulness, ease of use, enjoyment, concentration, attitude, subjective norms, and perceived behavioral control significantly influence adoption intentions. The results confirm that the integrated model enhances predictive power over the individual theories, explaining 56% of the variance in adoption intention. These findings highlight the pivotal role of both cognitive and affective factors in technology adoption and underscore the importance of targeted interventions to support teachers in integrating gamified learning tools. This study provides empirical evidence to inform policymakers and educators on fostering technology-enhanced learning environments in preschool education.