Virtual Laboratory Learning Experience in Engineering: An Extended Technology Acceptance Model (TAM)

This research presents an enhanced version of the Technology Acceptance Model (TAM), which integrates usability and learning objectives to evaluate the effect of adopting virtual laboratories on student performance. Data from 97 participants, gathered via a survey, was used to examine the correlation between perceived usefulness (PU), perceived ease of use (PEOU), and intention to use (IU) concerning their experiences and outcomes with a simulation-based virtual laboratory. A custom questionnaire was designed to assess TAM components, namely PU, PEOU, and IU, specifically in the context of virtual laboratory learning environments. Findings indicate that the integration of specific laboratory learning objectives fosters the creation of a more credible and authentic simulation tool. This, in turn, optimizes the learning process and enhances students' learning outcomes. The refined TAM model provides valuable insights into the determinants of user acceptance of virtual laboratories and offers practical guidance for educators and instructional designers to construct more effective and efficient virtual laboratory environments in educational contexts.