Our quasi-experimental research design was quantitative and longitudinal. We used a questionnaire with the pre-service teachers. The questionnaire contained items on perceived self-efficacy, perceived anxiety, perceived usefulness in learning environments (Liaw & Huang, 2013; Teo, 2012), and students’ TCK, TPK and TPCK (Liu, 2016; Niess, 2005). A short questionnaire, to be filled out on a mobile phone, was intended to gather momentary attitudes and affects.
