IJIET 2026 Vol.16(3): 818-825
doi: 10.18178/ijiet.2026.16.3.2554
doi: 10.18178/ijiet.2026.16.3.2554
Enhancing Technology Acceptance Through Drone-Based STEM Activities: A TPCK Framework Approach
Pongpatai Kitrungloadjanaporn1,2,3, Darapond Triampo1,2,4, Narin Nuttavut1,2,5, and Wannapong Triampo1,2,5,*
1. School of Bioinnovation and Bio-based Product Intelligence, Faculty of Science, Mahidol University, Bangkok, Thailand
2. MUSC Centre for Excellence in STEM Education, Faculty of Science, Mahidol University, Bangkok, Thailand
3. Institute for Innovative Learning, Mahidol University, Bangkok, Thailand
4. Department of Chemistry, Faculty of Science, Mahidol University, Bangkok, Thailand
5. Department of Physics, Faculty of Science, Mahidol University, Bangkok, Thailand
Email: pongpatai.kit@mahidol.ac.th (P.K.); darapond.tri@mahidol.edu (D.T.); narinnuttavut@gmail.com (N.N.); wtriampo@gmail.com (W.T.)
*Corresponding author
2. MUSC Centre for Excellence in STEM Education, Faculty of Science, Mahidol University, Bangkok, Thailand
3. Institute for Innovative Learning, Mahidol University, Bangkok, Thailand
4. Department of Chemistry, Faculty of Science, Mahidol University, Bangkok, Thailand
5. Department of Physics, Faculty of Science, Mahidol University, Bangkok, Thailand
Email: pongpatai.kit@mahidol.ac.th (P.K.); darapond.tri@mahidol.edu (D.T.); narinnuttavut@gmail.com (N.N.); wtriampo@gmail.com (W.T.)
*Corresponding author
Manuscript received July 21, 2025; revised September 29, 2025; accepted October 9, 2025; published March 19, 2026
Abstract—Drone-based Science, Technology, Engineering, and Mathematics (STEM) learning offers a practical means of connecting theory with real-world applications, enhancing student engagement meaningfully. This study investigates its impact on students’ technology acceptance using the Technology Acceptance Model (TAM) and examines differences by gender and school type in Thailand. Three modules were developed through the Technological Pedagogical Content Knowledge (TPCK) framework, covering drone fundamentals, operational skills, and applications such as agricultural survey or natural disaster management. A mixed-methods approach involved pre- and post-questionnaires from 130 high school students across different school types. Findings show significant improvement in all TAM areas—usefulness, ease of use, attitude, and intention—following the intervention, with minimal differences between genders and school backgrounds. The results demonstrate that drone-based STEM not only strengthens technology acceptance but also broadens access to engaging technology-enhanced education. These insights emphasize the value of integrating drone-based activities into future STEM curricula for both educators and policymakers.
Keywords—drone-based learning, Science, Technology, Engineering, and Mathematics (STEM) education, technology acceptance, innovation learning, equitable access
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—drone-based learning, Science, Technology, Engineering, and Mathematics (STEM) education, technology acceptance, innovation learning, equitable access
Cite: Pongpatai Kitrungloadjanaporn, Darapond Triampo, Narin Nuttavut, and Wannapong Triampo, "Enhancing Technology Acceptance Through Drone-Based STEM Activities: A TPCK Framework Approach," International Journal of Information and Education Technology, vol. 16, no. 3, pp. 818-825, 2026.
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).