Abstract
Virtual desktops in cloud scenarios play a significant role in higher education. Nowadays, the idea of moving laboratories to the cloud seems mandatory and it is necessary to maintain students’ commitment in this new scenario. This paper aims at two targets, customizing a Virtual Desktop platform for delivering the laboratories of a programming course in a Computer Science Bachelor Degree and empirically apply the technology acceptance model and the system usability scale to a set of students that use it. Results obtained in this paper provide insights about the direct effect between the perceived ease of use, perceived usefulness, and attitude to technology following the technology acceptance model (TAM) as well as a comprehensive analysis of the system usability scale (SUS) of our platform.
Highlights
Nowadays, academic experience is growing and adapting to current scenarios of physical and temporal restrictions using synchronous and asynchronous learning mechanisms
Notwithstanding, this study performs the analysis of each value independently rather than performing an extension of technology acceptance model (TAM) as in [33]. This is because our Virtual Tool, SimUlation Framework for Education in Robotics (SUFFER) [34], is designed and developed by some of the authors at the same time is being used, so we have focused on the technical part and trying to take advantage of the system usability scale (SUS) scale, to enhance its performance and continuing using it years
This study evaluated the use of our virtual desktop infrastructure (VDI) solution called SUFFER using two different mechanisms for knowing more about its use for a computer Science course
Summary
Academic experience is growing and adapting to current scenarios of physical and temporal restrictions using synchronous and asynchronous learning mechanisms To deal with these new scenarios several online learning platforms are available in different cloud shapes for providing teaching and laboratories on demand [1,2,3]. There are many online strategies for learning delivering systems in cloud scenarios [5] such as learning content management system (LCMS), LMS (learning management system), massive open online courses (MOOC), or just a video conference system like Zoom [6]. These strategies have to maintain the same goals. The idea is to provide access to a personal computer environment for the teacher and the student using Internet [9,10] and if this computer could be shared between both simulating a face-to-face laboratory, would be even better
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