Timothy Teo
Orcid: 0000-0002-7552-8497
According to our database1,
Timothy Teo
authored at least 79 papers
between 2006 and 2025.
Collaborative distances:
Collaborative distances:
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Bibliography
2025
Investigating the usefulness of artificial intelligence-driven robots in developing empathy for English for medical purposes communication: The role-play of Asian and African students.
Comput. Hum. Behav., 2025
2024
Interact. Learn. Environ., September, 2024
Mediating role of academic help-seeking among students' social networking self-efficacy and social presence in online environments.
Educ. Inf. Technol., June, 2024
Is game-based language learning general or specific-oriented? Exploring the applicability of mobile virtual realities to medical English education in the middle east.
Comput. Educ., 2024
2023
Teachers' perception of the use of mobile technologies with smart applications to enhance students' thinking skills: a study among primary school teachers in Thailand.
Interact. Learn. Environ., November, 2023
Using mobile technologies to teach 21st century learning skills: a study of teachers' acceptance in Thai secondary schools.
Int. J. Mob. Learn. Organisation, 2023
2022
J. Comput. Assist. Learn., 2022
Interact. Learn. Environ., 2022
The use of eye tracking technology to explore learning and performance within virtual reality and mixed reality settings: a scoping review.
Interact. Learn. Environ., 2022
Investigating the antecedents of university students' perceived ease of using the Internet for learning.
Interact. Learn. Environ., 2022
Exploring teacher immediacy-(non)dependency in the tutored augmented reality game-assisted flipped classrooms of English for medical purposes comprehension among the Asian students.
Comput. Educ., 2022
Simulation platforms in initial teacher education: Past practice informing future potentiality.
Comput. Educ., 2022
2021
Acceptance of a flipped smart application for learning: a study among Thai university students.
Interact. Learn. Environ., 2021
Digital nativity of university teachers in China: factor structure and measurement invariance of the Digital Native Assessment Scale (DNAS).
Interact. Learn. Environ., 2021
Initial teacher training for twenty-first century skills in the Fourth Industrial Revolution (IR 4.0): A scoping review.
Comput. Educ., 2021
The influence of technology acceptance, academic self-efficacy, and gender on academic achievement through online tutoring.
Comput. Educ., 2021
Examining the role of technology-related policy and constructivist teaching belief on English teachers' technology acceptance: A study in Chinese universities.
Br. J. Educ. Technol., 2021
2020
Do knowledge acquisition and knowledge sharing really affect e-learning adoption? An empirical study.
Educ. Inf. Technol., 2020
Understanding continuance intention among MOOC participants: The role of habit and MOOC performance.
Comput. Hum. Behav., 2020
Explaining Chinese university students' continuance learning intention in the MOOC setting: A modified expectation confirmation model perspective.
Comput. Educ., 2020
Predicting the Intention to Use Cybercounseling Among Chinese Adolescents: An Extended Theory of Planned Behavior.
Cyberpsychology Behav. Soc. Netw., 2020
2019
Investigating pre-service teachers' acceptance of Web 2.0 technologies in their future teaching: a Chinese perspective.
Interact. Learn. Environ., 2019
Investigating the influence of individually espoused cultural values on teachers' intentions to use educational technologies in Chinese universities.
Interact. Learn. Environ., 2019
Cultural values and technology adoption: A model comparison with university teachers from China and Spain.
Comput. Educ., 2019
Editorial to the special section - Technology acceptance models: What we know and what we (still) do not know.
Br. J. Educ. Technol., 2019
Exploring the unknown: The effect of resistance to change and attachment on mobile adoption among secondary pre-service teachers.
Br. J. Educ. Technol., 2019
2018
Explicating the influences that explain intention to use technology among English teachers in China.
Interact. Learn. Environ., 2018
Interact. Learn. Environ., 2018
Mobile Acceptance and Learning Beliefs: A Cross-Cultural Assessment Between China and Spain.
Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality, 2018
2017
The influence of teachers' conceptions of teaching and learning on their technology acceptance.
Interact. Learn. Environ., 2017
Traditional vs. innovative uses of computers among mathematics pre-service teachers in Serbia.
Interact. Learn. Environ., 2017
Isolation and distinctiveness in the design of e-learning systems influence user preferences.
Interact. Learn. Environ., 2017
2016
Exploring the digital natives among pre-service teachers in Turkey: a cross-cultural validation of the Digital Native Assessment Scale.
Interact. Learn. Environ., 2016
Do digital natives differ by computer self-efficacy and experience? An empirical study.
Interact. Learn. Environ., 2016
Modelling Facebook usage among university students in Thailand: the role of emotional attachment in an extended technology acceptance model.
Interact. Learn. Environ., 2016
Modelling Mathematics Teachers' Intention to Use the Dynamic Geometry Environments in Macau: An SEM Approach.
J. Educ. Technol. Soc., 2016
A cross-cultural validity of the E-learning Acceptance Measure (ElAM) in Lebanon and England: A confirmatory factor analysis.
Educ. Inf. Technol., 2016
Modelling Serbian pre-service teachers' attitudes towards computer use: A SEM and MIMIC approach.
Comput. Educ., 2016
2015
Understanding the intention to use interactive whiteboards: model development and testing.
Interact. Learn. Environ., 2015
Int. J. Hum. Comput. Stud., 2015
Comparing pre-service and in-service teachers' acceptance of technology: Assessment of measurement invariance and latent mean differences.
Comput. Educ., 2015
Becoming more specific: Measuring and modeling teachers' perceived usefulness of ICT in the context of teaching and learning.
Comput. Educ., 2015
2014
Explaining the intention to use technology among university students: a structural equation modeling approach.
J. Comput. High. Educ., 2014
Explaining the intention to use technology among pre-service teachers: a multi-group analysis of the Unified Theory of Acceptance and Use of Technology.
Interact. Learn. Environ., 2014
Development of the Interactive Whiteboard Acceptance Scale (IWBAS): An Initial Study.
J. Educ. Technol. Soc., 2014
Unpacking teachers' acceptance of technology: Tests of measurement invariance and latent mean differences.
Comput. Educ., 2014
2013
Comput. Educ., 2013
Can structured representation enhance students' thinking skills for better understanding of E-learning content?
Comput. Educ., 2013
A comparison of non-nested models in explaining teachers' intention to use technology.
Br. J. Educ. Technol., 2013
2012
Examining the intention to use technology among pre-service teachers: an integration of the Technology Acceptance Model and Theory of Planned Behavior.
Interact. Learn. Environ., 2012
Proposing a Model to Explain Teachers' Intention to Use Technology: Identifying Constructs and Formulating Hypotheses.
Int. J. Inf. Commun. Technol. Educ., 2012
Understanding the Intention to Use Technology by Preservice Teachers: An Empirical Test of Competing Theoretical Models.
Int. J. Hum. Comput. Interact., 2012
2011
Interact. Learn. Environ., 2011
An assessment of the influence of perceived enjoyment and attitude on the intention to use technology among pre-service teachers: A structural equation modeling approach.
Comput. Educ., 2011
Factors influencing teachers' intention to use technology: Model development and test.
Comput. Educ., 2011
A multivariate analysis of the effect of gender on computer anxiety among elementary school teachers.
Br. J. Educ. Technol., 2011
Br. J. Educ. Technol., 2011
Br. J. Educ. Technol., 2011
2010
A path analysis of pre-service teachers' attitudes to computer use: applying and extending the technology acceptance model in an educational context.
Interact. Learn. Environ., 2010
An Empirical Study to Validate the Technology Acceptance Model (TAM) in Explaining the Intention to Use Technology among Educational Users.
Int. J. Inf. Commun. Technol. Educ., 2010
Int. J. Inf. Commun. Technol. Educ., 2010
Internet High. Educ., 2010
The self-directed learning with technology scale (SDLTS) for young students: An initial development and validation.
Comput. Educ., 2010
Epistemology and learning: Impact on pedagogical practices and technology use in Singapore schools.
Comput. Educ., 2010
A structural equation modelling of factors influencing student teachers' satisfaction with e-learning.
Br. J. Educ. Technol., 2010
Gender differences in the intention to use technology: A measurement invariance analysis.
Br. J. Educ. Technol., 2010
Using structural equation modelling (SEM) in educational technology research: Issues and guidelines.
Br. J. Educ. Technol., 2010
A case for using structural equation modelling (SEM) in educational technology research.
Br. J. Educ. Technol., 2010
2009
Assessing the intention to use technology among pre-service teachers in Singapore and Malaysia: A multigroup invariance analysis of the Technology Acceptance Model (TAM).
Comput. Educ., 2009
Comput. Educ., 2009
Br. J. Educ. Technol., 2009
2008
Understanding pre-service teachers' computer attitudes: applying and extending the technology acceptance model.
J. Comput. Assist. Learn., 2008
A Cross-cultural Examination of the Intention to Use Technology between Singaporean and Malaysian pre-service Teachers: An Application of the Technology Acceptance Model (TAM).
J. Educ. Technol. Soc., 2008
Development and validation of a computer attitude measure for young students (CAMYS).
Comput. Hum. Behav., 2008
Comput. Hum. Behav., 2008
Attitudes towards computers among students in higher education: A case study in Singapore.
Br. J. Educ. Technol., 2008
Proceedings of the Cre8ing a learning world: Proceedings of the 8th International Conference for the Learning Sciences, 2008
2006
Interact. Learn. Environ., 2006