TECHNOLOGY ACCEPTANCE MODEL ON PEDAGOGICAL SKILLS: THE MODERATING ROLE OF ANDROID GAME ADDICTION

This study was to determine the direct effect of the technology acceptance model on the pedagogical skills of prospective teachers and the moderating role of android game addiction on the relationship between technology acceptance model and pedagogical skills in teacher-candidate students. This study used Structural Equation Model (SEM) – by the Partial Least Square (PLS) analysis method, where the analysis is conducted by using the Smart-PLS 3.0. Respondents in this study were teacher-candidate students with the main criteria of having an addiction to playing android-based games. The findings indicate that, first, perceived ease of use of technology in learning can increase students’ pedagogical skills, where students can use technology effectively then they can reflect the knowledge to teaching skill of prospective teacher. Second, perceived usefulness does not affect pedagogical skills directly because there is more important role that affect students’ pedagogical skills, such as: students' motivation to learn and teach. Third, attitude toward using of technology in learning can increase pedagogical skills. The higher attention in using technology, the more increasing pedagogical skills. Fourth, android game addiction does not have mediating effect between perceived ease of use, perceived usefulness, and attitude toward using and pedagogical skills. This finding also shows that students' level of android games addiction has no significant relationship to academic performance, in the context of pedagogical skills. The findings also highlight the importance of social and emotional support in enhancing pedagogical skills, and suggesting that internal motivation play an important role.