Akademik Veri Yönetim Sistemi
Education and Information Technologies, cilt.30, sa.17, ss.24429-24461, 2025 (SSCI, Scopus)
The integration of artificial intelligence (AI) and gamification in education has gained increasing attention due to its potential to enhance student engagement, conceptual understanding, and adaptive learning. However, despite these advantages, the adoption of Gamified Intelligent Tutoring Systems (G-ITIFS) among science teachers remains limited. This study integrates the Task-Technology Fit (TTF) and Theory of Planned Behavior (TPB) frameworks to develop a comprehensive model explaining the factors influencing science teachers’ adoption of G-ITIFS. While the TTF model evaluates the alignment between G-ITIFS and instructional needs, the TPB framework examines the psychological and social determinants of adoption, including attitudes, subjective norms, and perceived behavioral control. This study was conducted with 600 in-service science teachers, who participated in a survey-based investigation of their adoption intentions regarding G-ITIFS. Structural Equation Modeling was used to analyze the relationships between key constructs. The findings indicate that both task fit and behavioral motivation significantly influence teachers’ intentions to integrate G-ITIFS into their instructional practices. Task-technology fit emerged as a strong predictor of adoption, reinforcing that science teachers are more likely to use G-ITIFS when they perceive the system as effectively supporting conceptual visualization, inquiry-based learning, and adaptive feedback. Furthermore, attitude, subjective norm, and perceived behavioral control play crucial roles in shaping adoption decisions, highlighting the need to foster positive perceptions and institutional support. This study makes theoretical contributions by demonstrating the interplay between technological alignment and behavioral factors in educational technology adoption. Additionally, it provides practical implications for policymakers, technology developers, and teacher training programs, emphasizing the importance of tailored professional development initiatives and infrastructure investments to enhance G-ITIFS adoption in science education.