Factors Affecting the Acceptance of Block-Based Programming in Thai Schools
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Abstract
This research aimed to study factors affecting the acceptance of block-based programming in Thai schools. This research conducted a quantitative approach, and the data were collected from 458 teachers (91% of 500 samples), who teach computing science and used to use block-based
programming in their teaching and learning, with the questionnaire as the instrument. Structural
equation modeling (SEM) was utilized to analyze the data. The result showed that the perceived
ease of use and perceived usefulness factors affected the technology acceptance at 42%, and the perceived ease of use had the most influence. The factors affecting the perceived ease of use are social influence, institutional support, and government support. However, the technological
pedagogical content knowledge or TPACK doesn’t affect the perceived ease of use. This study can be used as a guideline for education-related institutions to develop the continuous usage of
block-based programming in teaching and learning.
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