Factors influencing future physics teachers’ acceptance of information and communicative competence technologies: A survey study

Abstract

The present study aimed to examine the factors influencing future physics teachers’ decision to accept Information and Communicative Competence (ICC) technologies. This is a quantitative exploratory study that used Partial Least Squares (PLS) based structural equation modeling to analyze the data. A questionnaire survey was administered among physics students to identify the factors that influence their acceptance of ICC technologies such as Online Learning Platforms, Collaborative Tools, and Adaptive Learning Software. The findings showed that Perceived Usefulness, Perceived Ease of Use, and Perceived Costs were the three most significant factors affecting the acceptance of ICC technologies by physics students. However, Perceived Risk and Compatibility did not have a significant impact on ICC acceptance. The study also found that ICC acceptance has a positive and significant effect on ICC adoption. The practical implications of these findings highlight the importance of designing ICC technologies that are perceived as useful, easy to use, and cost-effective for future physics teachers. The study provides important insights for both educators and technology developers in enhancing ICC adoption in physics education.

Keywords:

• Information and communicative competence
• physics teachers
• student acceptance
• ICC adoption
• technology adoption
• technology acceptance

1. Introduction

The continuous advancement in technology requires teachers to be equipped with the latest tools and methods to ensure that they are providing students with the most effective education possible. With the rise in distance and online learning, teachers are faced with the challenge of providing effective education to students who are located in different parts of the world or who have different learning styles. Information and Communicative Competence (ICC) technologies aim to provide a solution to this problem by offering a range of tools and platforms that can be customized to meet the individual needs of students and help them acquire the necessary knowledge and skills (Matviyevskaya et al., 2019; Murotova & Kavilova, 2020). Additionally, traditional teaching methods, such as lectures and textbook-based instruction, are often insufficient in providing students with a deep and meaningful understanding of complex subjects (Sullivan et al., 2008) like physics. ICC technologies can overcome this limitation by providing interactive and engaging learning experiences that allow students to explore, experiment, and apply what they have learned in real-world scenarios (Sobirjonovich, 2022).

These technologies provide teachers with new and innovative tools to enhance their teaching practice and improve the learning outcomes of their students. ICC technologies allow teachers to easily access a wealth of educational resources and instructional materials, including multimedia content, simulations, and interactive activities. They also facilitate communication and collaboration between teachers, students, and other stakeholders, enabling teachers to share best practices and provide constructive feedback in real-time.

The effect of digitalization and the rapid introduction of new technologies have had a significant impact on the emergence and necessity of these technologies in education (Murotova & Kavilova, 2020). The widespread adoption of technology in society has created a demand for educational institutions to integrate technology into their curricula in order to prepare students for the digital world. The rapid pace of technological advancements has created new opportunities for learning, and the use of technology in the classroom has become increasingly necessary to meet the demands of the modern world. For example, virtual labs and simulations provide students with hands-on experience with cutting-edge technology, while online platforms and collaborative tools allow students to connect with others and engage in discussions and projects, regardless of location (Darrah et al., 2014). These technologies provide an array of tools that allow students to engage with educational content in a dynamic and interactive manner, regardless of their location. Online learning platforms (Liu et al., 2020), collaborative tools (Chu & Kennedy, 2011), and adaptive learning software (Johnson & Samora, 2016) can provide students with access to educational resources, interactive learning experiences, and personalized feedback and support. Additionally, these technologies can facilitate communication and collaboration between students and teachers, enabling them to work together even when they are physically separated. With the current global pandemic, distance learning has become increasingly important, and ICC technologies can play a vital role in ensuring that students can receive a high-quality education, even when they are unable to attend in-person classes.

Therefore, educational centers such as universities and schools will be needed to adopt ICC technologies. Technology adoption refers to the actual use of technology by individuals or organizations (Lai, 2017). It encompasses the process of acquiring, installing, customizing, and using technology meaningfully (Bharati & Chaudhury, 2006). However, before the adoption of a technology, the organization should ensure that technology is accepted by the users (Bharati & Chaudhury, 2006). In other words, technology acceptance is the first step toward technology adoption. A person or an organization may accept the technology, but still may not adopt it if they face barriers such as compatibility, high costs, or lack of training. Thus, technology acceptance provides a baseline for understanding the likelihood of technology adoption and is important to determine the potential success of a technology (Dillon, 2001).

Technology acceptance refers to the degree to which individuals or organizations are willing to use a particular technology (Wahdain & Ahmad, 2014). It considers factors such as the perceived usefulness, ease of use, and subjective norms associated with technology. Studying the user acceptance of ICC technologies is important as it helps in understanding the factors that influence the future physics teachers’ decisions to adopt these technologies. The user acceptance of these technologies is a crucial determinant of their success and widespread adoption. To ensure the effective implementation of ICC technologies in teaching and learning, it is necessary to have a clear understanding of the factors that influence their acceptance. The success of these technologies in enhancing the ICC of students depends on the extent to which teachers adopt and integrate them into their teaching practices. Hence, it is essential to study the user acceptance of ICC technologies to determine the reasons for their adoption or non-adoption by teachers and to design strategies to overcome any barriers to adoption.

Therefore, the main objective of this study is to investigate the impact of ICC technology acceptance on ICC adoption by future physics teachers. For this purpose, first the acceptance of ICC technologies (which are Online learning platforms, collaborative tools, and adaptive learning software) is evaluated and then its impact on the adoption of these technologies is tested. This study contributes to the field of education by examining the factors influencing the future physics teachers’ acceptance and adoption of ICC technologies. This study provides insights into the role of user acceptance in shaping the intention to adopt and use ICC technologies in the context of physics education.

2. Theoretical framework development

The rapid technological advancements have created a need for educators to integrate ICC technologies into the teaching and learning process to enhance the quality of education. The use of ICC technologies has the potential to improve learning outcomes, as it provides students with the opportunity to access and engage with educational resources from anywhere and at any time. This flexibility is especially crucial in today’s fast-paced and ever-changing world.

ICC technologies offer an interactive and engaging learning experience, which can increase student motivation and engagement, leading to improved learning outcomes. By providing various learning options, ICC technologies can cater to different learning styles, which can be especially helpful for students who struggle to learn in a traditional classroom setting.

In addition to improving learning outcomes, ICC technologies can improve teaching. By incorporating ICC technologies into their teaching, educators can streamline administrative tasks, such as grading and attendance, freeing up more time for lesson planning and other important teaching activities (Babaev et al., 2020). Furthermore, the use of ICC technologies can help teachers to better monitor student progress, identify areas where students need additional support and provide personalized learning experiences tailored to each student’s needs. Online learning platforms, Collaborative tools, and Adaptive learning software are the three main ICC technologies considered in this study.

2.1. ICC technologies in physics education

2.1.1. Online learning platforms

Online learning platforms are web-based systems that provide students with access to a wide range of educational resources, including video tutorials, interactive simulations, online assessments, and more (Liu et al., 2020). These platforms are designed to support student learning and provide a comprehensive educational experience (Cakrawati, 2017).

Learning management systems (LMS) and Massive Open Online Courses (MOOCs) are examples of online learning platforms in physics education. LMS are platforms that provide students with access to course materials, assignments, and assessments, as well as tools for collaboration and communication with instructors and classmates. MOOCs, on the other hand, are platforms that provide students with free, online courses in various subjects, including physics. They typically include video lectures, interactive simulations, and online assessments. These platforms can help students in several ways:

Access to resources: Online learning platforms provide students with access to a vast array of resources, including video tutorials, interactive simulations, and online assessments, which can help deepen their understanding of physics concepts.

Personalized learning: Online learning platforms can provide students with personalized learning experiences, allowing them to work at their own pace and focus on the areas where they need the most help.

Convenience: Online learning platforms are accessible from any device with an internet connection, allowing students to learn whenever and wherever they choose.

2.1.2. Collaborative tools

Collaborative tools are tools that enable multiple individuals to work together on a project or task, either in person or remotely (Hidayanto & Setyady, 2014). In the context of physics education, these tools can help students collaborate and work together to solve complex physics problems, understand difficult concepts, and deepen their overall understanding of the subject (Chu & Kennedy, 2011). Examples of collaborative tools in physics education include:

Online whiteboards: These tools allow students to write and draw on a shared virtual whiteboard, making it easy to collaborate and brainstorm ideas with classmates.

Group chat and messaging apps: These tools provide students with a way to communicate and collaborate with each other in real-time, even when they are not physically together.

Video conferencing platforms: These tools allow students to participate in virtual meetings and presentations, allowing for collaboration and communication in real-time.

Collaborative writing platforms: These tools allow multiple individuals to work on a shared document in real-time, making it easy to collaborate on projects and assignments.

By providing students with tools to collaborate and work, collaborative tools can help develop their teamwork and collaboration skills. Besides, working together with classmates can help students to better understand complex physics concepts, as they can discuss and collaborate on challenging problems.

2.1.3. Adaptive learning software

Adaptive learning software is an educational technology that adjusts the learning experience for each student based on their individual strengths, weaknesses, and learning style (Johnson & Samora, 2016). Adaptive learning software can help students learn and understand complex physics concepts in a way that is tailored to their individual needs (Esfahani et al., 2013).

These software programs provide students with a customized study plan, based on their individual strengths and weaknesses, helping them focus on the areas they need to improve. On the other hand, these assessments adjust the difficulty level of questions based on the student’s performance, providing them with an appropriate level of challenge and helping them to better understand the material (Huang & Shiu, 2012). By adjusting the learning experience to each student’s individual needs, adaptive learning software can help students to better understand and retain physics concepts. Adaptive learning software can provide students with a more personalized and engaging learning experience, helping keep them interested and motivated.

2.2. The importance of ICC acceptance

The ICC technologies, such as online learning platforms, collaborative tools, and adaptive learning software, can revolutionize the education sector by providing more personalized and interactive learning experiences. However, the effectiveness of these technologies is contingent upon the acceptance of the end-users, who in this case are the future physics teachers. Therefore, it is crucial to evaluate the user acceptance of ICC technologies and identify the factors that may influence their adoption (Davis, 1989). By understanding the acceptance of the end-users, we can make informed decisions and design more effective and efficient ICC technologies.

The user acceptance of ICC technologies is also essential in ensuring the success of the implementation of these technologies. If the end-users do not accept these technologies, it can lead to the failure of the implementation, resulting in a waste of time and resources (Harst et al., 2019). Moreover, the reluctance of future physics teachers to accept these technologies can have negative implications for their teaching abilities and the students’ learning outcomes. Thus, it is crucial to identify and address the factors that may impede the user acceptance of these technologies to ensure successful implementation.

Embracing these technologies creates more engaging, interactive, and effective learning environments that can cater to the diverse learning needs of the students. This, in turn, can lead to improved learning outcomes and higher student satisfaction. Besides, the adoption of ICC technologies can lead to a more innovative and efficient education sector that can benefit the society as a whole.

One of the earliest and most widely used theories is the Technology Acceptance Model (TAM), which posits that perceived usefulness and perceived ease of use are the key factors that influence a user’s intention to use a technology. The Unified Theory of Acceptance and Use of Technology (UTAUT) builds upon the TAM and includes four additional constructs: performance expectancy, effort expectancy, social influence, and facilitating conditions. Lately, the Conceptual Model of Acceptance of Technology (C-MAT) has gained attention for its integration of several different acceptance models and its inclusion of factors such as trust, anxiety, and enjoyment. This model also emphasizes the importance of individual differences, such as personality traits and past experiences, in shaping technology acceptance. In the current study, Perceived Usefulness, Perceived Ease of Use, Perceived Risk, Perceived Costs, and Compatibility are considered the factors of ICC technology acceptance by the future physics teachers.

2.2.1. Perceived usefulness

The concept of perceived usefulness refers to the extent to which users believe that a particular technology will enhance their work performance and productivity (Davis, 1989). In the context of ICC technologies, future physics teachers will perceive the usefulness of these technologies based on how much they believe that the technologies can facilitate their teaching and learning processes, communication, and interaction with students, as well as provide them with timely and reliable feedback on their performance. ICC technologies can facilitate various instructional methods such as blended learning, flipped classrooms, and distance learning and provide various multimedia tools such as videos, interactive simulations, and online quizzes to engage students and promote their understanding of complex physics concepts. Therefore, the first hypothesis of this study is formulated as follows:

H1:

Perceived Usefulness is a factor of ICC technology acceptance.

2.2.2. Perceived ease of use

Perceived Ease of Use outlines the degree to which an individual believes that using a technology will be free of effort or difficulty and that it can be easily integrated into their current work practices or habits (Davis, 1989). When a technology is easy to use, it is more likely to be accepted by users. In the context of ICC technologies, Online learning platforms, Collaborative tools, and Adaptive learning software, perceived ease of use is essential because these technologies require some technical skills to use. If future physics teachers perceive that these technologies are difficult to use, they may hesitate to adopt them. However, if they find them easy to use, they are more likely to adopt them. Therefore, it is essential to design these technologies in a user-friendly way to increase the ease of use for future physics teachers. The easier the technology is to use, the more likely it is to be adopted. Hence, the second hypothesis of this study is designed as follows:

H2:

Perceived Ease of Use is a factor of ICC technology acceptance.

2.2.3. Perceived risk

Perceived Risk refers to the degree of uncertainty or concern that an individual may feel about the potential negative consequences of using a technology, such as security or privacy risks, financial costs, or negative effects on their work performance or reputation (Im et al., 2008). If future physics teachers perceive a high level of risk associated with using ICC technologies, it may result in resistance or hesitation to adopt these technologies. This is because a high level of risk may lead to concerns about the effectiveness, safety, or reliability of the technology, and the potential consequences of failure. On the other hand, if the perceived risk is low, it can positively influence the ICC acceptance by future physics teachers. This is because a lower perceived risk can lead to greater confidence and trust in the technology, which can increase the likelihood of adoption. Therefore, to encourage the acceptance of ICC technologies by future physics teachers, it is important to address any concerns related to perceived risk and to communicate the potential benefits and safety of using these technologies. Thus, the third hypothesis of this study is elaborated as follows:

H3:

Perceived Risk is a factor of ICC technology acceptance.

2.2.4. Perceived cost

Perceived costs refer to the costs associated with using ICC technologies, such as monetary costs, time, effort, and opportunity costs (Zainab et al., 2017). The cost—benefit analysis is a critical factor in determining the adoption of ICC technologies, and a higher perceived cost of ICC technologies could lead to a lower level of adoption. Therefore, reducing the perceived costs associated with ICC technologies could lead to increased acceptance and adoption. Providing a cost-effective solution could also increase the perceived value of ICC technologies, leading to higher adoption rates. Therefore, it is crucial to understand the perceived costs of ICC technologies and to take necessary steps to minimize them to increase their acceptance and adoption by future physics teachers. Therefore, the fourth hypothesis of this study is formulated as follows:

H4:

Perceived Cost is a factor of ICC technology acceptance.

2.2.5. Compatibility

Compatibility is about the degree to which a technology is perceived as being consistent with an individual’s current work practices, values, and preferences, and how well it can be integrated with other technologies or systems that are already in use (Kai‐ming Au & Enderwick, 2000). In order for ICC technologies such as online learning platforms, collaborative tools, and adaptive learning software to be accepted and used by teachers, they must be compatible with their needs, values, and prior experiences. For example, if a teacher is used to using a particular learning management system, they may be hesitant to switch to a new platform that they perceive as incompatible with their teaching style. Similarly, if a teacher values face-to-face interaction with students, they may not see the value of using collaborative tools that are solely online. Therefore, the compatibility of ICC technologies with the existing beliefs and practices of teachers is crucial for their acceptance and adoption. This means that the technologies need to be designed in a way that aligns with the goals and objectives of the teachers, and that they should be easy to integrate into their existing teaching practices. By ensuring that ICC technologies are compatible with the needs and preferences of teachers, it is more likely that they will be perceived as useful and easy to use, leading to greater adoption and success in the classroom. Hence, the fifth hypothesis of this study is formulated as follows:

H5:

Compatibility is a factor of ICC technology acceptance.

2.3. The importance of ICC adoption

With the increasing dependence on technology in every aspect of life, it has become imperative to introduce technology in the field of education. The adoption of ICC technologies can lead to significant improvements in the education system, specifically in the field of physics education. By providing easy access to learning materials and tools, these technologies can help enhance the quality of education and can lead to better learning outcomes. Moreover, the adoption of ICC technologies can also enable teachers to communicate better with their students. Collaborative tools, for instance, can allow students and teachers to work together on projects and assignments, which can lead to more effective learning (Chu & Kennedy, 2011). Similarly, adaptive learning software can be customized according to the specific needs and preferences of individual students, allowing for a personalized learning experience (Johnson & Samora, 2016).

Another important aspect of ICC technologies adoption is the ability to keep up with the changing times. In today’s fast-paced world, it is crucial to keep up with the latest technology trends, and incorporating ICC technologies in the education system can help achieve that (Granić & Marangunić, 2019). The adoption of these technologies can provide students with the necessary skills and knowledge needed for the future job market, which is likely to be technology-driven.

User acceptance refers to the willingness of a user to adopt and use a particular technology or system, such as software or hardware (Venkatesh et al., 2002). It involves a user’s perception and evaluation of the usefulness, ease of use, and overall value of the technology in meeting their needs or goals. User acceptance is an important factor to consider in the development and implementation of any new technology, as the success of the technology ultimately depends on whether or not users are willing to adopt and use it (Sohn & Kwon, 2020). Technology adoption, on the other hand, is the actual implementation and integration of the technology into an organization or system, which involves a series of processes and decisions beyond the individual user level (Davis, 1989). While user acceptance can be seen as a prerequisite for technology adoption, the latter also involves organizational factors such as budget, infrastructure, policy, and management support. Ultimately, technology adoption is a collective and ongoing effort to fully realize the potential benefits of a technology. Therefore, it is necessary to study the acceptance of these technologies to reach the ICC adoption. In other words, the sixth hypothesis of the current study can be written as follows:

H6:

ICC technology acceptance leads to ICC adoption.

3. Materials and methods

This study employed a quantitative research design to investigate the factors influencing future physics teachers’ decision to accept Information and Communicative Competence (ICC) technologies. To achieve this, a structured questionnaire survey was designed and administered among students who are studying “Training of Physics Teacher” at the Khoja Akhmet Yassawi International Kazakh-Turkish University, Korkyt Ata Kyzylorda State University, and South Kazakhstan State Pedagogical University, Kazakhstan. The data collected from the survey were then analyzed using Partial Least Squares (PLS) based structural equation modeling to test a set of hypotheses about the relationships between different factors and ICC acceptance. The following sections provide a detailed description of each of these stages.

3.1. Data collection

Since the purpose of this study is to study the factors affecting the behavior of future physics teachers in accepting ICC technologies (which are Online Learning Plat-forms, Collaborative Tools, and Adaptive Learning Software), the statistical population of the present study is made up of students who are studying “Training of Physics Teacher” at the Khoja Akhmet Yassawi International Kazakh-Turkish University, Korkyt Ata Kyzylorda State University, and South Kazakhstan State Pedagogical University, Kazakh-stan. Administering the survey in this study involved several processes. First, the researchers contacted the relevant faculties at these universities. The researchers then obtained the contact information of the students and sent them an invitation email explaining the purpose and importance of the study. The email also contained a link to the online survey questionnaire, which the students could access and complete at their convenience. The survey was anonymous, and the participants were informed about the confidentiality of their responses. The researchers followed up with the participants to remind them to complete the survey and to answer any questions they might have had. Together, these three universities have 275 students who are studying Training of Physics Teacher, all of whom have participated in this study, and the findings are the result of analyzing the data collected from these 275 students. The details of the statistical population participating in this study are given in Table 1.

Table 1. The results of the reliability and validity tests of the questionnaire

Institution	Academic Year	Academic group (with code)	Number of students
Khoja Akhmet Yassawi International Kazakh-Turkish University	2020–2021	6В01510 - training of physics teacher	24
	2021–2022	6В01510 - training of physics teacher	27
	2022–2023	6В01510 - training of physics teacher	31
Korkyt Ata Kyzylorda State University	2020–2021	6В01582 - training of physics teacher	39
	2021–2022	6В01582 - training of physics teacher	44
	2022–2023	6В01582 - training of physics teacher	49
South Kazakhstan State Pedagogical University	2020–2021	6В01502 - training of physics teacher	9
	2021–2022	6В01502 - training of physics teacher	29
	2022–2023	6В01502 - training of physics teacher	23
Total			275

In fact, the participants in this research are students in pedagogical physics (unscientific physics). The curriculum of pedagogical Physics consists of the following:

• General education disciplines

• Basic disciplines

• Professional disciplines

• Professional internships

The objectives of the educational program include the implementation of professional activities focused on the personal and social development of students, and psychological and pedagogical support of the educational process. Coordination of the social sphere of the educational process and ensuring promotion of patriotism, the friendship of the peoples of the Republic of Kazakhstan, respect for different cultures, traditions, and customs of the objectives of this program.

A student can be given 4–6 credits for every academic subject consisting of a lecture, practical or seminar classes, and laboratory classes. For the research subject, Mechanics and Special Theory of Relativity are the two options that students can select from. In the research subject, 6 credits (180 acad. hours) are allocated as follows: 2 credits for lectures, 2 credits for practical classes, 2 credits for laboratory classes. Each credit equals to 30 acad. hours.

To evaluate the proposed model of the present study, a questionnaire was designed by the authors of this study and administrated among the statistical sample of this study between December 2022 and January 2023. The designed questionnaire consists of 53 questions, in which the first 47 questions investigate the factors affecting the acceptance of ICC by physics students, and the next three questions are about the students’ behavioral intention in accepting ICC technologies, and the final three questions are related to the intention of students to adopt these technologies in the future. Table A1 in the Appendix A shows the questionnaire used in this study. In the last column of this table, a code is assigned to each question, and these codes are used in the results section, for the purpose of stenography. It worths mentioning that this questionnaire is designed based on a five-point Likert scale, where one means I strongly disagree, two means I disagree, three means no opinion, four means I agree, and finally five means strongly agree.

3.2. Data analysis

In this study, structural equation modeling (SEM) was employed using SmartPLS 4.0 software. In SEM, two structural models and a measurement model are tested to evaluate the proposed research model (Hair et al., 2011). The causal relationships between the main variables of the research, which are Perceived Usefulness, Perceived ease of use, Perceived Risk, Perceived Costs, Compatibility, ICC Acceptance, and ICC Adoption, are called structural models. Since the direct measurement of these variables is not possible, they are called latent variables, and questions are designed to evaluate each of them, and these questions are called observable variables representing each latent variable (Hair et al., 2011).

4. Results

4.1. Measurement model test

First, the reliability and validity of the questionnaire designed to test the conceptual model of the study was evaluated. Cronbach’s alpha and composite reliability (CR) were used to measure reliability. Table 2 shows that all the variables have proper reliability because their Cronbach’s alpha and CR values are higher than the threshold value (which is 0.7). The validity of these questions was confirmed by consulting university professors. In order to test the convergent validity of the questions, the average variance extracted (AVE) was used. The AVE metric ensures that the questions assigned to a variable explain more of the variance of that variable than the other variables. Therefore, the threshold value for the variable is 0.5, which ensures that more than fifty percent of the explained variances of a variable are expressed by the questions assigned to that variable (Cheung & Wang, 2017).

Table 2. The results of the reliability and validity tests of the questionnaire

Variables	Cronbach’s Alpha	CR	AVE
Perceived Usefulness	0.840	0.813	0.724
Perceived Ease of Use	0.901	0.923	0.611
Perceived Risk	0.939	0.892	0.776
Perceived Costs	0.764	0.929	0.501
Compatibility	0.793	0.909	0.820
ICC Adoption	0.872	0.858	0.631

After confirming the validity and reliability of the questionnaire, an exploratory factor analysis was performed on the designed measurement model. The main purpose of factor analysis is to determine that the observable variables (i.e., the designed questions of the questionnaire) evaluate the desired variable well. In factor analysis in SEM, in order to confirm the appropriateness of the observable variables, two criteria must be met simultaneously: 1) loading factors must be above 0.7 and 2) these loading factors must be significant in the confidence interval of at least 95% (i.e., p < 0.05). Table 3 shows the loading factors of each observable variable and their significance levels. The asterisks next to the loading factors indicate their significance level, where the loading factors without an asterisk mean that the loading factor does not meet being statistically significant condition and should be eliminated from the model in the hypothesis testing phase (i.e., in the structural model testing phase). Loading factors with one asterisk indicate that the loading factor is significant at the 0.95% confidence interval, and subsequently loading factors with two asterisks indicate that the loading factor is significant at the 0.99% confidence interval. Note that all loading factors below 0.7, including those met being significant conditions, were removed from the model in the evaluation of the structural model. For example, questions Q1, Q5, and Q8, which were among the questions to evaluate perceived usefulness, were removed from the model.

Table 3. The results of the loading factors test

Variables	Question Codes	Loading Factors	Variables	Question Codes	Loading Factors	Variables	Question Codes	Loading Factors
Perceived Usefulness	Q1	0.629	Perceived Risk	Q20	0.954*	Compatibility	Q40	0.663**
	Q2	0.838**		Q21	0.885**		Q41	0.905*
	Q3	0.811**		Q22	0.768**		Q42	0.949**
	Q4	0.719*		Q23	0.663*		Q43	0.658*
	Q5	0.620**		Q24	0.788**		Q44	0.892**
	Q6	0.834*		Q25	0.752*		Q45	0.795**
	Q7	0.787**		Q26	0.891**		Q46	0.895*
	Q8	0.603**		Q27	0.812**		Q47	0.806*
	Q9	0.789**		Q28	0.740**	ICC Acceptance	Q48	0.889**
Perceived Ease of Use	Q10	0.905**		Q29	0.687*		Q49	0.805**
	Q11	0.839*	Perceived Costs	Q30	0.949**		Q50	0.739*
	Q12	0.892*		Q31	0.732**	ICC Adoption	Q51	0.902*
	Q13	0.715*		Q32	0.944*		Q52	0.755*
	Q14	0.683*		Q33	0.879*		Q53	0.833**
	Q15	0.859*		Q34	0.780**
	Q16	0.690		Q35	0.918**
	Q17	0.817*		Q36	0.945*
	Q18	0.781**		Q37	0.681*
	Q19	0.676		Q38	0.703*
				Q39	0.945*

4.2. Structural model test (hypothesis test)

In SEM, the test of the causal relationships between the latent variables (i.e., the variables) of the model is called the structural model test. In this study, the causal relationships between the main variables of the model are the same as the hypotheses of this study, therefore, the test of the structural model is the same as the test of the hypotheses. To confirm the causal relationships in a structural model, the path coefficients (β) between two variables must be significant, at least in the 95% confidence interval. Table 4 shows that the first hypothesis of this study (H1) is confirmed because the path coefficient between Perceived Usefulness and ICC Acceptance (β = 0.660) is significant (p < 0.00). This means that the empirical evidence from this study confirms that Perceived Usefulness has a positive and significant effect on ICC Acceptance. In the same way, since the path coefficients between Perceived Ease of Use and ICC Acceptance (β = 0.300), Perceived Costs and ICC Acceptance (β = 0.719), and ICC Acceptance and ICC Adoption (β = 0.527) are all significant (i.e., p < 0.00), the corresponding hypotheses, i.e., H2, H4, and H6, are also confirmed. In other words, this study shows that first, Perceived Usefulness, Perceived Ease of Use, and Perceived Costs are the influencing factors on students’ behavior in accepting ICC technologies, and secondly, the acceptance of ICC ultimately leads to the adoption of these technologies by students. Nevertheless, this study fails to provide evidence that Perceived Risk and Compatibility (H3 and H5) are also influential on the students’ decision to accept ICC because the path coefficients associated with these hypotheses are not statistically significant.

Table 4. The results of hypothesis testing

Hypotheses		β	Standard deviation	T statistics	P values	Result
H1	Perceived Usefulness -> ICC Acceptance	0.660	0.100	8.395	0.00	Confirmed
H2	Perceived Ease of Use -> ICC Acceptance	0.300	0.054	9.737	0.00	Confirmed
H3	Perceived Risk -> ICC Acceptance	0.584	0.093	0.314	0.759	Not Confirmed
H4	Perceived Costs -> ICC Acceptance	0.719	0.058	10.08	0.00	Confirmed
H5	Compatibility -> ICC Acceptance	0.673	0.113	0.417	0.684	Not Confirmed
H6	ICC Acceptance -> ICC Adoption	0.527	0.065	11.414	0.00	Confirmed

5. Discussion

This research aimed to examine the factors that influence the acceptance of Information and Communicative Competence (ICC) technologies among future physics teachers. The findings revealed that Perceived Usefulness, Perceived Ease of Use, and Perceived Costs are the three main factors that influence the acceptance of ICC technologies by these students. Perceived Usefulness refers to the degree to which a person believes that using a particular technology will enhance their job performance or improve their educational outcomes (Davis, 1989). In this study, it was found that physics students who perceived the ICC technologies to be useful were more likely to accept these technologies. This finding is consistent with the findings of (Davis, 1989) that Perceived Usefulness is one of the influencing factors on user acceptance. Besides, it is also found that physics students who perceived the ICC technologies to be easy to use were more likely to accept these technologies. This is significant, as the ease of use of technology is an important factor in the adoption of new technologies, especially in the field of education. This finding is consistent with the findings of (Davis, 1989; Fenech, 1998) that Perceived Usefulness is one of the influencing factors on user acceptance. In this study, it was found that physics students who perceived the ICC technologies to have lower costs were more likely to accept these technologies. However, this study failed to provide evidence to support the influence of Perceived Risk and Compatibility on the ICC acceptance. This lack of evidence could be due to several reasons. Firstly, the sample size of the study could have been too small to detect the impact of these factors. Secondly, these factors may not be relevant to the population studied. It is important to note that these findings should be interpreted with caution and further research is needed to fully understand the influence of Perceived Risk and Compatibility on the ICC acceptance. Future studies could consider increasing the sample size, exploring the relevance of these factors to different populations and improving the measures used to assess these factors. This will provide a more comprehensive understanding of the impact of these factors on the ICC acceptance and help guide the development of effective strategies for promoting the adoption of these technologies in physics education.

The findings of this research highlight the importance of Perceived Usefulness, Perceived Ease of Use, and Perceived Costs in the acceptance of ICC technologies by future physics teachers. These findings suggest that future physics teachers are more likely to adopt ICC technologies if they perceive these technologies to be useful, easy to use, and have lower costs. It is important for educators and technology developers to consider these factors when developing and promoting new ICC technologies to ensure their successful adoption and integration in physics education.

Additionally, the finding of the study that ICC acceptance has a positive significant effect on ICC adoption by future physics teachers is noteworthy. This highlights the importance of ICC acceptance as a critical factor in determining the success of ICC adoption by future physics teachers. This study provides evidence that ICC acceptance by physics students leads to ICC adoption, which is crucial for developing information and communicative competence.

ICC acceptance is crucial for developing information and communicative competence because it represents the level of willingness of the students to use the technology. When students have a positive attitude toward using the technology, they are more likely to engage in using it, thus leading to ICC adoption. When students are comfortable and confident with the use of technology, they can focus on learning and developing their ICC skills, which is essential for their future careers as physics teachers.

ICC adoption is important because it provides physics students with access to tools and resources that enhance their learning and development of ICC skills. The use of ICC technologies provides students with an interactive and engaging learning environment that promotes their ICC development. This can lead to a deeper understanding of the subject matter, improved critical thinking and problem-solving skills, and increased engagement and motivation in learning.

This research provides insight into the key determinants of ICC acceptance, which can be useful for educators, administrators, and policy makers when designing and implementing technology-enhanced learning programs. The findings highlight the importance of perceived usefulness, perceived ease of use, and perceived costs, and show that ICC acceptance leads to ICC adoption. These insights can inform the design and development of ICC technologies and to support the integration of these technologies into physics education programs. Additionally, the research can serve as a foundation for future studies to explore the relationships between technology acceptance and adoption in the context of physics education and to identify additional factors that may impact the ICC acceptance and adoption process. Overall, this research makes a valuable contribution to the understanding of technology acceptance in physics education and can help guide the design of effective technology-enhanced learning programs in this field.

5.1. Practical implications

The findings of this study have several practical implications for developing information and communicative competence (ICC) technologies aimed at future physics teachers. The following are the key implications:

Importance of Perceived Usefulness, Perceived Ease of Use, and Perceived Costs: The results highlight the significance of perceived usefulness, perceived ease of use, and perceived costs as key factors in determining the acceptance of ICC technologies by future physics teachers. This implies that any development of ICC technologies must prioritize these factors to increase the likelihood of acceptance by future physics teachers.

Importance of ICC Acceptance: The positive significant effect of ICC acceptance on ICC adoption highlights the importance of ICC acceptance in achieving ICC adoption. Future physics teachers are more likely to adopt ICC technologies if they find them useful, easy to use, and affordable.

Fostering ICC Acceptance: The results suggest that efforts should be made to foster ICC acceptance by future physics teachers. This may include designing ICC technologies that are user-friendly, cost-effective, and offer real value to users.

Importance of ICC Adoption: The significance of ICC adoption highlights the importance of promoting the use of ICC technologies by future physics teachers. ICC adoption leads to better information and communicative competence, which can in turn lead to improved teaching and learning outcomes in physics.

5.2. Theoretical implications

The findings of this study have several theoretical implications. Firstly, the results of this study contribute to our understanding of the adoption of Information and Communicative Competence (ICC) technologies by future physics teachers. This study shows that Perceived Usefulness, Perceived Ease of Use, and Perceived Costs are the most significant factors that influence the acceptance of ICC technologies by physics students. This result aligns with the Technology Acceptance Model (TAM), which suggests that perceived usefulness and perceived ease of use are the most important determinants of technology acceptance.

Secondly, the results of this study highlight the importance of considering the perceived costs of ICC technologies. Future physics teachers need to feel that the benefits of ICC technologies outweigh the costs associated with their use. This finding underlines the need for educational institutions to carefully evaluate the costs of ICC technologies and to develop strategies for reducing these costs for future physics teachers.

Finally, the findings of this study suggest that ICC acceptance is a necessary precursor to ICC adoption. This means that future physics teachers need to feel confident in their ability to use ICC technologies before they will adopt these technologies in their teaching practice. This result has important implications for developing training and support programs that are aimed at promoting the acceptance of ICC technologies by future physics teachers. By improving the skills and knowledge of future physics teachers, these programs can help increase the likelihood of ICC adoption.

6. Conclusions

In conclusion, this study examined the factors influencing future physics teachers’ decision to accept Information and Communicative Competence (ICC) technologies, including Online Learning Platforms, Collaborative Tools, and Adaptive Learning Software. The findings of the study revealed that Perceived Usefulness, Perceived Ease of Use, and Perceived Costs are important factors in influencing the acceptance of ICC technologies by future physics teachers. Furthermore, the results indicated that ICC acceptance leads to ICC adoption, which is crucial for enhancing the development of students’ information and communicative competence. However, the study did not provide evidence to support the effect of Perceived Risk and Compatibility on ICC acceptance. Despite these limitations, the results of this study provide a valuable contribution to the field of educational technology by emphasizing the significance of user acceptance in technology adoption. Future research can build on the findings of this study by exploring other factors that may impact the acceptance of ICC technologies and further examining the impact of ICC adoption on student outcomes.

Correction

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Disclosure statement

No potential conflict of interest was reported by the authors.

Data availability statement

The data that support the findings of this study are available from the corresponding author, [AS], upon reasonable request.

Appendix A

Table A1. The data collection tool developed in this study

User Acceptance factors	ICC technologies	Questions	Question codes
Perceived Usefulness	Online Learning Platforms	I think the online learning platform is useful in enhancing your learning skills.	Q1
		I find it useful using the Online Learning Platform for learning physics.	Q2
		I frequently use the Online Learning Platform for learning physics.	Q3
	Collaborative Tools	I find Collaborative Tools useful for my learning process.	Q4
		I frequently use Collaborative Tools in my studies.	Q5
		I think Collaborative Tools improve my learning outcomes.	Q6
	Adaptive Learning Software	I believe that Adaptive Learning Software can improve my learning effectiveness.	Q7
		I think Adaptive Learning Software can help me personalize learning.	Q8
		I believe that Adaptive Learning Software can help me stay up-to-date with the latest learning practices.	Q9
Perceived ease of use	Online Learning Platforms	It is easy for me to navigate an online learning platform.	Q10
		I am comfortable with using the online learning platform for learning purposes.	Q11
		I find it easy using the Online Learning Platform for learning physics.	Q12
		It is intuitive the user interface of the Online Learning Platform.	Q13
	Collaborative Tools	I find Collaborative Tools user-friendly.	Q14
		I find Collaborative Tools easy to navigate.	Q15
		I think Collaborative Tools are easier to use in compared to other learning platforms.	Q16
	Adaptive Learning Software	I think the user interface of Adaptive Learning Software is easy to use.	Q17
		I believe that Adaptive Learning Software is easy to set up and configure.	Q18
		I think Adaptive Learning Software is user-friendly.	Q19
Perceived Risk	Online Learning Platforms	I think the online learning platform is not secure for storing and sharing information.	Q20
		I believe that the online learning platforms are prone to technical issues or malfunctions.	Q21
		I don’t trust the online learning platform to keep my data safe.	Q22
		I am concerned about the security and privacy of my data on the Online Learning Platform.	Q23
	Collaborative Tools	I don’t trust Collaborative Tools to provide accurate and reliable information.	Q24
		I am not confident that using Collaborative Tools does not compromise my privacy or security.	Q25
		I believe that Collaborative Tools are vulnerable to cyber threats.	Q26
	Adaptive Learning Software	I think Adaptive Learning Software are not reliable and trustworthy.	Q27
		I think Adaptive Learning Software are not secure for storing and sharing sensitive information.	Q28
		I believe that Adaptive Learning Software can cause harm to my privacy or personal data.	Q29
Perceived Costs	Online Learning Platforms	I think the cost of using the online learning platform is high.	Q30
		I am not willing to pay more for the online learning platform if it offers additional features.	Q31
		I believe that the Online Learning Platforms are not affordable compared to other learning resources.	Q32
		I think using the Online Learning Platform is not worth the cost.	Q33
	Collaborative Tools	I think using Collaborative Tools is not worth the investment of time and resources.	Q34
		I think Collaborative Tools does not offer good value for money.	Q35
		I believe that Collaborative Tools are not affordable for students.	Q36
	Adaptive Learning Software	I believe that Adaptive Learning Software does not provide good value for money.	Q37
		I think Adaptive Learning Software is not affordable for my budget.	Q38
		I think Adaptive Learning Software is not worth investing in compared to other teaching technologies.	Q39
Compatibility	Online Learning Platforms	I think the online learning platform fits with the current teaching methods.	Q40
		I think the online learning platform is compatible with my daily routine and schedule.	Q41
		I believe that the online learning platform integrates well with my existing tools and resources.	Q42
	Collaborative Tools	I think Collaborative Tools are compatible with mu existing learning methods and resources.	Q43
		Collaborative Tools fit well into my existing study routine.	Q44
		I believe that Collaborative Tools are compatible with other learning platforms and technologies.	Q45
	Adaptive Learning Software	I think Adaptive Learning Software can integrate with other teaching technologies I am using.	Q46
		I believe that Adaptive Learning Software is compatible with my computer or device.	Q47
ICC Acceptance	Online Learning Platforms	I would like to use Online Learning Platforms for teaching physics in the future.	Q48
	Collaborative Tools	I think Collaborative Tools would be beneficial in teaching physics.	Q49
	Adaptive Learning Software	I am confident in using Adaptive Learning Software in my physics teaching.	Q50
ICC Adoption	Online Learning Platforms	I would like to adopt the use of Online Learning Platforms in my future physics teaching.	Q51
	Collaborative Tools	I believe Collaborative Tools will improve the teaching and learning of physics.	Q52
	Adaptive Learning Software	I would like to integrate Adaptive Learning Software into my physics lessons in the future.	Q53