Perceived Ease of Use and Usefulness of Technology Integration for Learner Engagement at the Primary Level: A Mixed-Methods Study

Abstract

As digital technologies continue to evolve rapidly within educational settings, there is an urgent need to investigate systematically how these developments affect student engagement, especially in primary classrooms. This investigation utilized a sequential explanatory mixed-methods framework to interrogate the interplay between perceived ease of use (PEOU), perceived usefulness (PU), and engagement within lessons supported by digital tools. The quantitative phase, informed by the Technology Acceptance Model (TAM), collected survey data from primary teachers who rated both the usability of the tools and their perceived contribution to maintaining student attention. Multivariate techniques indicated strong positive correlations between teachers’ technology perceptions and both behavioral and emotional indicators of engagement. Concurrently, focus-group interviews provided qualitative dimensions, revealing concerns regarding curriculum integration, professional development, and necessary pedagogical shifts. Together, the data strands were synthesized into a reflective feedback model, yielding a richer, layered picture of how digital resources recalibrate teaching methods and student participation. The merged results suggest that technologies regarded as straightforward and pedagogically purposeful empower teachers to enact practices that foster deeper, longer-lasting engagement. The study concluded with tailored recommendations for teachers, system-level policymakers, and technology designers, underscoring the need for tighter coherence between intended pedagogical outcomes and the design of educational technologies. By carefully examining these interactions, the present study offers significant theoretical and practical contributions regarding the influence of the Technology Acceptance Model constructs on promoting sustained and meaningful engagement within primary instructional contexts.

Keywords: Perceived ease of use, Usefulness of technology, Learner engagement, Primary education, Technology integration, TAM model.