Student acceptance of virtual laboratory and practical work: An extension of the technology acceptance model

技术接受模型 结构方程建模 计算机科学 互联网 多样性(控制论) 知识管理 虚拟实验室 心理学 教育技术 工作(物理) 过程(计算) 数学教育 可用性 多媒体 人机交互 万维网 工程类 人工智能 机械工程 操作系统 机器学习
作者
Rosa Estriégana,J. Medina,Roberto Barchino
出处
期刊:Computers & education [Elsevier BV]
卷期号:135: 1-14 被引量:291
标识
DOI:10.1016/j.compedu.2019.02.010
摘要

The development of Internet technologies and new ways of sharing information has facilitated the emergence of a variety of elearning scenarios. However, in technological areas such as engineering, where students must carry out hands-on exercises and laboratory work essential for their learning, it is not so easy to design online environments for practicals. The aim of this experimental study was to examine students' acceptance of technology and the process of adopting an online learning environment incorporating web-based resources, such as virtual laboratories, interactive activities, and educational videos, and a game-based learning methodology. To this end, their responses to an online questionnaire (n = 223) were analyzed using structural equation modeling. The study was based on the technology acceptance model (TAM), but included and assessed other factors such as perceived efficiency, playfulness, and satisfaction, which are not explained by the TAM. Our results confirm that this extension of the TAM provides a useful theoretical model to help understand and explain users' acceptance of an online learning environment incorporating virtual laboratory and practical work. Our results also indicate that efficiency, playfulness, and students' degree of satisfaction are factors that positively influence the original TAM variables and students' acceptance of this technology. Here, we also discuss the significant theoretical and spractical implications for educational use of these web-based resources.
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