ACCEPTANCE OF SIMULATION TECHNOLOGY AND THE INFLUENCES FOR USING SIMULATION TECHNOLOGY AMONGST TEACHERS IN HIGHER EDUCATION

Abstract

Acceptance of simulation technology and the influences for using simulation technology amongst teachers in higher education. The research study was conducted to study the effect of technology support for simulation education based on teachers involvement with and usage of simulation. Previous literature reviews discuss challenges teachers face with using simulation technology such as teachers lack of training, intentions, attitudes, and behavior such as resentment about using simulation technology. The research study conducted can help one identify factors and learning challenges that teachers face when it comes to learning technology. Simulation technology is a new way of learning and is used more frequently for learning purposes. Therefore, to study in depth factors concerning teachers challenges and influences for using simulation technology research interviews were conducted. Results indicate teachers are influenced and motivated to use simulation technology if they are trained properly and have adequate support. When not supported or trained, one may be resistant to use simulation technology. Teachers admit they will use simulation technology as long as they know how to use the technology properly. Teachers evaluated display common interest in using the simulation technology and are adamant about using technology if it adds value and enhanced learning to their courses. Teachers admit that simulation technology seminars and conferences will be utilized for further growth and learning initiatives. Limitations of research are time constraints. Further recommendations for studying the research study are to use a form of triangulation to generalize results for transferability and transparency. Future research needs to be conducted to strengthen the results for precision, reliability, and validity of information. Further research should also be conducted to help close the existing gap in literature about simulation education in the higher education sector.