Abstract
Practitioners of virtual laboratory confront issues on how to fulfill individuals’ needs, motivate them to participate and use the tools, and to enhance their performance using virtual tools. Therefore, this study aims at examining the effects of usability and learning objective factors in evaluating students’ performance impact from using virtual laboratory. The study proposes a theoretical model based on usability factors of technology acceptance model (perceived ease of use and perceived usefulness) and laboratory learning objectives (instruments, creativity and innovation) to capture the entire patterns of students’ perceptions and use outcomes from using the simulation-based virtual laboratory. The study collected survey data from 116 first year Electrical Engineering students from the University of Queensland in Australia, reflecting their personal experience in using virtual laboratory tools. Partial least square approach using structural equation modeling technique (PLS-SEM) was used for statistical analysis and model testing. The results confirm that the proposed model provides a comprehensive understanding of students’ perceptions and the understudy factors were truly significant in reflecting their performance impact from using such laboratory tools. More specifically, instrumentation and perceived usefulness of virtual laboratory were found to be the most significant influencing factors that have impacts on students’ performance. Also, the findings shed light on the mediation roles of laboratory learning objectives between usability factors and use outcomes. Overall, this study contributes to literature by demonstrating the beneficial use of laboratory learning objectives in creating realistic and credible simulation tool, that can expedite the learning process and foster students’ learning outcomes.
Highlights
Engineering education is associated with theoretical and practical knowledge, where engineering students are obligated to go beyond the conceptual understanding of theoretical knowledge and to acquire practical skills
The current study presents a holistic comprehension model that evaluates students’ performance of using simulation-based virtual laboratory (SVL), the model was drawn from the usability factors of the leading theory of technology adoption, technology acceptance model (TAM) (PEOU & perceived usefulness (PU)), along with two objective factors, INSTR and creativity and innovation (CI) adopted from the laboratory learning objectives of ABET
The explanatory power of the model explains variance (R2 = 58.7%) for students’ performance, suggesting that TAM model along with the laboratory learning objectives of ABET are capable of explaining a high level of variation, for the impact on students’ performance of using SVL
Summary
Engineering education is associated with theoretical and practical knowledge, where engineering students are obligated to go beyond the conceptual understanding of theoretical knowledge and to acquire practical skills. Students are be able to enhance their practical skills by handling real-world equipments in PLs experimentation [1]. They are not allowed to go beyond the scope of experiments, this is. Online learning is not too easy on engineering courses due to the nature of the given field, which involve theoretical lectures along with experiment exercises in PLs. On the other hand, online learning is not too easy on engineering courses due to the nature of the given field, which involve theoretical lectures along with experiment exercises in PLs In this field, a simulation-based virtual laboratory (SVL) is an essential interactive tool that provides Engineering students with a virtual practical education [3]
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