An investigation into science motivation, technology acceptance, and satisfaction intention during the transition to E-learning of prospective biology teachers

Since the COVID-19 pandemic, integrated learning at Islamic University is transitioning from face-to-face to online learning. This change assumed a perception by students about motivation, technology acceptance (TA), and satisfaction intention (SI) to use e-learning. This study was to investigate the relationships between science motivation (SM), TA, and SI of prospective biology teachers at Islamic University (PBTs-IU) on e-learning. A total of 182 teachers participated in filling out the questionnaire and data analysis was conducted with descriptive statistics, confirmatory factor analysis, Cronbach alpha, and equation models. Based on the result, PBTs-IU agreed that intrinsic motivation, career motivation, self-determination, self-efficacy, and grade motivation were part of SM. Moreover, teachers were indecisive about the acceptance of technology and SI. The result also showed 4 models elucidating the relationships between factors in e-learning that were available for use by lecturers, teachers, and students.