| dc.description.abstract | A rising number of activities are aiming at promoting interest and learning of Computer Science among teenagers. The focus of these activities is often not only on learning but also on promoting engagement and interest. To achieve these goals, activities might adopt innovative learning approaches, e.g. multi-disciplinary problem-based learning, and technologies, like micro-processors and Internet of Things (IoT). A growing body of knowledge shows the potential benefits of these activities, which are often evaluated by students as fun and engaging. But does this motivate students to continue and learn more about the subject? In this paper we propose that affinity for technology (AFT) may play an important role in explaining teenagers' perception and intention to continue learning. Building on and extending the expectancy-value theoretical model, we examine the relationship between AFT and learning intentions. In particular, we assess whether subjective task values serve as explanatory links. The theorized model was tested with data obtained from a sample of 108 secondary school students (aged between 13-18) who participated in the same learning activity. Analyses were conducted using linear regression and the PROCESS macro in SPSS. Results revealed that AFT was positively related to continuous learning intentions, and this relationship was mediated by perceived usefulness, but not by enjoyment. Additionally, this relationship was not moderated by age or gender. These findings help to fill the missing link between AFT and continuous learning intentions by establishing perceived usefulness as an important mediating mechanism. The study can help educators by identifying an important factor affecting the intentions of students to continue learning. | en_US |
