Exploring Future Teachers’ Acceptance of Wearable Technologies for Anxiety and Stress Management: A TAM-Based Study

Abstract

This study employs Davis’s (1989) Technology Acceptance Model (TAM) to investigate future teachers' perceptions of wearable technologies for anxiety management. Wearable devices capturing physiological data are increasingly prominent in educational and psychological literature. Wearables can be worn on the wrists and hands for non-invasive, real-time monitoring of signals such as heart rate and electrodermal activity. Modern-day pressures create unique stressors for future educators, including balancing training and assessment demands, administrative burdens, and uncertainty regarding future positions. Accordingly, such devices offer innovative solutions by monitoring early physiological indices and prompting awareness. Understanding the technological adoption factors is essential for initiating their use in educational settings. The sample consists of student teachers enrolled at the University of Palermo, responding to a questionnaire based on TAM constructs: perceived usefulness, perceived ease of use, attitudes towards and intention to use. Items examine pre-service teachers' perceptions of wearable technologies for managing anxiety related to being a student teacher. The research design uses multiple regression techniques to explore factors predicting intentions to use wearable technologies. Results can offer insights into the practical implications for developing targeted teacher training programs that address concerns surrounding the usefulness and usability of wearables. Thus, informing strategies to enhance usability, like designing intuitive interfaces, alongside awareness initiatives such as interactive workshops to promote understanding and engagement.