The convergence of GETAMEL and protection motivation theory: A study on augmented reality-based gamification adoption among science teachers

Abstract This study examines the determinants of science teachers' intentions to adopt augmented reality-based gamification through an integrated framework that merges the General Extended Technology Acceptance Model for E-Learning (GETAMEL) with Protection Motivation Theory. The research investigates how cognitive factors, including perceived usefulness and ease of use, interact with motivational constructs such as self-efficacy, anxiety, and perceived threats to influence adoption intentions. Furthermore, the study explores the moderating effect of professional status (pre-service vs. in-service teachers) to identify variations in adoption patterns. A structural equation modeling approach was employed to validate the proposed hypotheses using a diverse sample of 1,634 science teachers. The findings demonstrate that cognitive evaluations, motivational drivers, and social influences jointly shape teachers' intentions to adopt augmented reality-based gamification. Notably, in-service teachers show a stronger response to motivational factors, while pre-service teachers are more affected by perceived barriers. These results offer theoretical contributions to educational technology literature by integrating cognitive, motivational, and social perspectives. Additionally, the study provides practical recommendations for developing targeted professional development programs and strategies to foster augmented reality-based gamification adoption across diverse teaching contexts.