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<p>Virtual labs have emerged as transformative tools in teaching and learning electronics technology courses. This study examined the behaviour of Nigerian university Electronics Technology Educators (lecturers) with respect to their use of virtual labs for instructional delivery using the Unified Theory of Acceptance and Use of Technology (UTAUT) Model. The participants were 312 ETE lecturers in 19 public and private universities in Nigeria. Data collection was done with measurement scales adapted from literature based on the UTAUT constructs. Measurement model testing via confirmatory factor analysis indicated that the measures had acceptable validity and reliability estimates. Covariance-based structural equation modeling (CB-SEM) was performed to simultaneously estimate the hypothesized relationships among the constructs in the structural model. We found that all of the four focal predictors in UTAUT had significant contributions to actual use of virtual labs among ETE lecturers; while performance expectancy and social influence had significant positive impact on use intention. In addition, performance expectancy, effort expectancy, and social influence had significant indirect effects on actual use via use intention. Intrinsic motivation was found to moderate the relationship between use intention and actual use – the relation was stronger for highly motivated users. The unique contributions and implications of the findings to theory and practice were highlighted.</p>

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Acceptability of virtual labs for practical instructional delivery in electronic circuits analysis among electronic technology educators in Nigerian universities: contributions to UTAUT

  • 期刊论文

  • 发表日期：

    2025年9月24日

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  • Kenechukwu Joshua Nwibe,
  • Theresa Chinyere Ogbuanya

摘要

Virtual labs have emerged as transformative tools in teaching and learning electronics technology courses. This study examined the behaviour of Nigerian university Electronics Technology Educators (lecturers) with respect to their use of virtual labs for instructional delivery using the Unified Theory of Acceptance and Use of Technology (UTAUT) Model. The participants were 312 ETE lecturers in 19 public and private universities in Nigeria. Data collection was done with measurement scales adapted from literature based on the UTAUT constructs. Measurement model testing via confirmatory factor analysis indicated that the measures had acceptable validity and reliability estimates. Covariance-based structural equation modeling (CB-SEM) was performed to simultaneously estimate the hypothesized relationships among the constructs in the structural model. We found that all of the four focal predictors in UTAUT had significant contributions to actual use of virtual labs among ETE lecturers; while performance expectancy and social influence had significant positive impact on use intention. In addition, performance expectancy, effort expectancy, and social influence had significant indirect effects on actual use via use intention. Intrinsic motivation was found to moderate the relationship between use intention and actual use – the relation was stronger for highly motivated users. The unique contributions and implications of the findings to theory and practice were highlighted.