Pre-service mathematics teachers' use of artificial intelligence: an extended technology acceptance model with self-efficacy (the case of ChatGPT)
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Resumo
IntroductionThis study examines pre-service mathematics teachers' use of ChatGPT in instructional processes within the framework of the Technology Acceptance Model (TAM), extended with pedagogical AI self-efficacy. The study investigates the relationships among perceived ease of use, perceived usefulness, attitudes toward use, actual use, and self-efficacy regarding the use of ChatGPT in mathematics teaching.MethodsThe study was conducted with 167 pre-service mathematics teachers. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM).ResultsThe findings revealed that perceived ease of use significantly predicted perceived usefulness (β = 0.648, p < 0.001) and directly influenced actual use (β = 0.311, p < 0.001). Perceived usefulness significantly predicted attitudes toward use (β = 0.638, p < 0.001), while attitudes toward use significantly affected actual use (β = 0.399, p < 0.001). In addition, pedagogical AI self-efficacy strongly predicted perceived ease of use (β = 0.647, p < 0.001) and indirectly contributed to technology acceptance.DiscussionThe findings confirm the explanatory power of TAM in the context of generative AI tools and highlight the critical role of self-efficacy in shaping pre-service teachers' acceptance of ChatGPT. The study provides important implications for the integration of AI tools into mathematics teacher education and supports the pedagogically grounded use of generative AI in teaching practices.
Dados da obra
- Tipo
- Artigo
- Periódico
- Frontiers in Psychology, v. 17
- Editora
- Frontiers Media S.A.
- Ano
- 2026 (2026-05)
- Idioma
- en
- Palavras-chave
- artificial intelligence; ChatGPT; pre-service mathematics teachers; self-efficacy; technology acceptance model
- Temas
- Formação de Professores de Matemática, Práticas Pedagógicas
- DOI
- 10.3389/fpsyg.2026.1826980
- ISSN
- 1664-1078
- Acesso
- Acesso aberto
- Fontes
- DOAJ — Directory of Open Access Journals
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
DEMIR, Baris. Pre-service mathematics teachers' use of artificial intelligence: an extended technology acceptance model with self-efficacy (the case of ChatGPT). Frontiers in Psychology, v. 17, 2026. DOI: https://doi.org/10.3389/fpsyg.2026.1826980.
APA
Demir, B. (2026). Pre-service mathematics teachers' use of artificial intelligence: an extended technology acceptance model with self-efficacy (the case of ChatGPT). Frontiers in Psychology, 17. https://doi.org/10.3389/fpsyg.2026.1826980
BibTeX
@article{demir2026,
author = {Demir, Baris},
title = {Pre-service mathematics teachers' use of artificial intelligence: an extended technology acceptance model with self-efficacy (the case of ChatGPT)},
year = {2026},
journal = {Frontiers in Psychology},
volume = {17},
publisher = {Frontiers Media S.A.},
doi = {10.3389/fpsyg.2026.1826980},
language = {en}
}RIS
TY - JOUR AU - Demir, Baris TI - Pre-service mathematics teachers' use of artificial intelligence: an extended technology acceptance model with self-efficacy (the case of ChatGPT) PY - 2026 JO - Frontiers in Psychology VL - 17 DO - 10.3389/fpsyg.2026.1826980 LA - en ER -
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