Factors affecting Chinese university students’ intention to continue using virtual and remote labs

Abstract

Recently, virtual and remote labs (VRLs) have been developed to support students in conducting experiments in engineering and science education. However, little is known about the students’ intentions to continue using VRLs and their satisfaction with the experience. This study proposed an extended model embedded within the expectation confirmation model and two variables concerning flow experience (time distortion and focused attention) to predict Chinese university students’ satisfaction with and intention to continue using VRLs. A structural equation modelling technique based on covariance was conducted to evaluate survey questionnaire responses received from 238 students at a university located in central China. The results demonstrated that satisfaction was the most crucial determinant of the students’ intention to continue using VRLs, followed closely by perceived usefulness. Confirmation played an indirect role in predicting students’ intentions to continue using VRLs via satisfaction and perceived usefulness. Students’ flow experience while performing virtual experiments played a positive and direct role in confirming their expectations of VRLs.

A Robust Risk Model to Identify Factors that Affect Students’ Critical Achievement in Remote Lab Courses

“…Another study that stands out in this territory places emphasis on four factors which affect students' satisfaction in laboratory courses delivered online. These are: facilities, instruction method, course content, and lecturer (Peng and Samah, 2006;Zhang et al, 2020).…”

Online learning satisfaction in higher education during the COVID-19 pandemic: A regional comparison between Eastern and Western Chinese universities

“…However, students in technology-enhanced sessions have reported significantly lower satisfaction than those in traditional classrooms (Chingos et al, 2017;Deng et al, 2019), and Chinese students are no exception (Jiang & Zhao, 2018). Some studies have investigated Chinese university students' intention to use learning management systems or virtual and remote labs (Su & Chen, 2020;Zhang et al, 2020). However, as far as we know, few studies in China have explored the determinants of university students' satisfaction with using online learning platforms, let alone during the COVID-19 pandemic.…”

Student Learning Satisfaction During The Covid-19 Pandemic: Experience Of Russian Universities

“…This is confirmed by a high percentage of students who consider it possible to have lectures in a video format. This idea is also supported by students' satisfaction with multimedia learning (Choe et al, 2019) and learning using virtual reality technologies (Zhang et al, 2020).…”

“…In the research devoted to the potential of distance learning, much attention is paid to the analysis of students' satisfaction. The importance of their opinion is based on a number of reasons: 1) satisfaction is considered to be the most important factor of the intention to continue learning using digital technologies (Al-Fraihat et al, 2020;Zhang et al, 2020); 2) user satisfaction is a fundamental indicator (measurement) of the effectiveness of using and accepting distance (Theresiawati et al, 2020); 3) satisfaction is a key factor that determines the consistency and effectiveness of E-learning (Kuzmanović et al, 2019;Rachmawati et al, 2019). Satisfaction is defined as user acceptance of distance learning and the comfort level involved in their use, or satisfaction is defined as the pleasure or satisfaction someone feels when a person gets what he needs through the use of the system (Liaw & Huang, 2013).…”