A study on middle school students' readiness for technology-supported learning in science classes

This study investigates the factors influencing the acceptance and intention to use virtual reality technologies in technology-supported science education among 7th and 8th grade middle school students. The research is based on the Extended Unified Theory of Acceptance and Use of Technology (UTAUT-2), and utilizes a quantitative relational survey design. Data were collected from 802 middle school students in Kırşehir, Turkey, representing diverse socioeconomic backgrounds. The results, analyzed using structural equation modeling (SEM), indicate that performance expectancy, effort expectancy, social influence, facilitating conditions, and habit have significant and positive effects on students' intention to use technology. However, the effects of hedonic motivation and price value on intention were not found to be significant. These findings emphasize the necessity of considering both individual and structural factors for the effective and sustainable integration of digital transformation and innovative technologies in science education. Based on the results, recommendations are provided for teacher practices and school policies to enhance technology integration in education.