From Co-Design to Classroom Integration: Adoption of an Interactive Module for Heart Dissection Preparation in Two Lower Secondary Schools

This study examines how teacher co-design and student perceptions influence the adoption of an interactive heartdissection preparation module in two Geneva lower secondary schools. Grounded in the UTAUT framework and a Pedagogical Co-Design (PCoD) model, the study used mixed methods (teacher reflective journals and interviews; UTAUT questionnaires, activity logs and pre/post knowledge tests for N=44 students). Key findings indicate that co-design fostered teacher ownership and pedagogical alignment, and that students' adoption intention was primarily driven by Effort Expectancy (perceived usability), which emerged as the only significant independent predictor. These results highlight the central role of intuitive design and adequate facilitating conditions during initial exposure. The paper contributes a dual framework (UTAUT + PCoD) that is transferable to biology instruction and, more broadly, to highereducation STEM contexts for designing scalable, teacher-centered interactive learning modules.