Students' motivation and intention to engage with data-driven technologies from a CS perspective in everyday life

School students interact with various data-driven applications in their everyday lives. Their motivations and intentions to engage with these technologies in everyday life from a computing perspective are rarely examined. However, this could inform the development of approaches to broadening participation and engagement in K-12 computing education. In this article, we present a questionnaire-based study of students' motivations and implementation intentions to engage with the data in data-driven technologies when interacting with them in everyday life. We surveyed 398 students between the ages of 12 and 16 and used structural equation modeling for analysis to examine students' motivations and intentions, as well as potential differences by gender and age. The study indicates that students have moderate motivations and intentions to engage with the CS-related aspects of data-driven technologies. The results suggest that older students are less curious about explanations for data-driven technologies than younger students, but gender does not play a significant role.