AbstractPrior studies have shed important light on the considerations of students' decisions to accept and apply educational technologies to their learning. However, from the instruction perspective, the more crucial concern is how students decide on actions that may increase interest in and successful utilization of educational technologies. Research on using Scratch to help students acquire knowledge in coordinate geometry, which mathematics instructors have found difficult for students to understand, is scarce in the literature. To fill this gap in the literature, an integrated model based on the technology acceptance model was created to explore factors that influence students' interest in using Scratch to learn coordinate geometry. This study showed that students' situational interest in Scratch was predicted by their perceptions of usefulness, usability, and behavior intention irrespective of their gender, grade, accessibility to technology tools, and learning preferences. The results al.....