Understanding Usage Continuance of Webinars among Professionals in the New Normal

Abstract

The main purpose of this study was to explore Chinese Physical Education Pre-service Teacher (PEPT) design thinking and the relationships between Technological Pedagogical Content Knowledge (TPACK). Two questionnaires were used to gather data from 316 pre-service teachers. Using the structural equation model, assess the validity and reliability of the two questionnaires. Then through path analysis, understand the prediction situation of design thinking and TPACK. The findings indicate that the instrument possesses good construct, discriminant and convergence validity, and reliabilities are all applying to PEPT. The design thinking questionnaire of all of the factors was significantly and positively correlated to the TPACK. The path analysis shows that divergent thinking of design thinking can predict TCK, TPK, and TPCK. It is worth noting that convergent thinking of design thinking also can predict TCK. The implications of this study suggest that design thinking maybe promote PEPT to ideate TPACK from the perspective of empathizing, and experiment with technological knowledge in the material.