Abstract
Mind mapping training has been carried out in many countries. However, the teacher training did not achieve the desired effect. After relevant training, teachers often do not continue to use mind mapping in-class teaching. Based on Self-Determination Theory, Technology Acceptance Model, and Expectation Confirmation Model, this paper used the structural equation model to explore the influencing factors of teachers' intention to continue using mind-mapping service teaching after participating in training. Through the questionnaire analysis of 203 teachers participating in the teacher training, result indicates that teachers' perceived ease of use and perceived usefulness had a positive influence on students' satisfaction with mind mapping. Teachers' satisfaction has a significant positive impact on their intention to continue using mind mapping in teaching. Unexpectedly, teachers' intrinsic motivation did not have a significant influence on the satisfaction with mind mapping. This implies that the trainer should choose the clear version of information technology tools, combine the successful case about the tools, and give the teachers more rights to select on their own. The above conclusions have important guiding significance for the teacher training related to information technology tools.
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