## 5 Discussion
### HMsAM Effects
#### 5.2.2 Dimensions of Technological Acceptance  
The analysis of score differences (post-test--pre-test) revealed significant differences in perceived usefulness and intention to use, all favoring the group that used instructional videos compared to those that employed generative artificial intelligence. These findings suggest that videos are more effective in fostering curiosity, as previously discussed, and generate a higher perception of usefulness and a stronger intention to use the tool in the future.  
First, perceived usefulness, defined as the extent to which students consider a tool to enhance their learning, was significantly higher in the video group. This aligns with the Technology Acceptance Model (TAM) [39], which posits that perceived usefulness is a key predictor of adopting educational tools. Videos provide structured and sequential explanations of programming concepts, allowing students to visualize how the content relates to their learning objectives and reinforcing their perception of usefulness [47].  
On the other hand, while offering immediate feedback, Microsoft Copilot may generate uncertainty among students by requiring them to formulate precise questions and critically evaluate the generated responses. This process, which demands advanced metacognitive skills, could dilute their perception of usefulness, especially in the early stages of learning [38].  
In the second place, intention to use, which reflects students' willingness to continue using a tool in the future, also showed significant differences in favor of videos. This result aligns with technology acceptance and usage studies that highlight the importance of ease of use and perceived usefulness in adopting technologies [28; 41]. Being more intuitive and less demanding regarding metacognitive skills, videos may generate a more satisfying learning experience, increasing the intention to use them [28]. In contrast, interaction with Microsoft Copilot, while innovative and novel, may be perceived as more complex and less accessible for students at early programming levels, potentially reducing their intention to use it [42].  
In response to research question RQ3: Are there differences in effects between students who practice using Microsoft Copilot and those using instructional videos regarding technology acceptance dimensions: ease of use, perceived usefulness, and intention to use? There are significant differences in perceived usefulness and intention to use, both favoring the group that used videos. These results suggest that videos, by offering a more structured and accessible learning experience, generate a higher perception of usefulness and a stronger intention to use them in the future. In contrast, despite providing immediate feedback, Microsoft Copilot may not be perceived as equally useful or easy to use in early learning stages, limiting its adoption.  
These findings underscore the importance of designing educational tools that balance innovation and accessibility, adapting to students' needs and experience levels. By addressing these factors, educators and developers can create solutions that maximize engagement and learning outcomes, ensuring that technological advancements are enablers rather than barriers to effective education.