The exploration of science teacher’s acceptance towards virtual laboratory (VL)

Teacher acceptance of technology is very important to increase the effectiveness of the learning process in the digital era.This research aimed to explore the acceptance of virtual laboratories among science teachers, comparing the perspectives of inexperienced and experienced teachers. Utilising a quantitative approach, the research adopted the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model. An analysis was conducted to examine the impact of performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating conditions (FC), hedonic motivation (HM), and habit (HA) on behavioural intention (BI) and use behaviour (UB). Data were collected through surveys with a sample of science teachers from secondary school levels in Surakarta city, Indonesia. The findings indicate a generally positive acceptance of virtual laboratories, with differences between the two groups of teachers. The results show that perceived ease of use (PE) and expectancy of enjoyment (EE) have a significant influence on behavioural intention (BI) and usage behaviour (UB) in both groups, with a greater influence of habit (HA) on experienced teachers.