Exploring Student Acceptance of Virtual Laboratory in Learning: The Role of Perceived Relevance and Information Technology Experience

Abstract

The application of Virtual Laboratory (VL) technology in learning is becoming increasingly popular and rapidly evolving. However, more comprehensive research is needed to understand student acceptance of this technology, particularly in laboratory learning. This research investigates the acceptance of VL technology among Industrial Electrical Engineering students in the Electrical Machinery Course (EMC). Student acceptance is measured through Behavioral Intention (BI) using the Technology Acceptance Model (TAM) framework. This framework was developed to empirically identify the factors influencing student acceptance, including Perceived Ease of Use (PEU), Perceived Usefulness (PU), and Attitude Toward Use (AU), along with two additional external factors: Information Technology Experience (ITE) and Perceived Relevance (PR). This research employs a survey-based quantitative approach, utilizing a questionnaire distributed to 141 students. Data were analyzed using Variance-based Structural Equation Modeling (VB-SEM). The results indicate that Industrial Electrical Engineering students exhibit a high BI towards VL technology use in laboratory learning of the EMC. PEU, PU, and AU are empirically shown to positively and significantly impact the acceptance of VL technology. Additionally, ITE and PR positively and significantly influence PEU and PU, which, in turn, indirectly enhance BI. These findings have important implications for laboratory learning development, and integrating VL and hands-on laboratory. This research underscores the importance of considering factors within the TAM framework and the complementary roles of PR and ITE in designing, developing, selecting, and implementing VL technologies.