Aim/Purpose This paper utilizes the Technology Acceptance Model (TAM) to examine the extent to which acceptance of Remote Virtual Computer Laboratories (RVCLs) is affected by students' technological backgrounds and the role of collaborative work. Background RVCLs are widely used in information technology and cyber security education to provide students with hands-on experimentation. However, students may not exploit their full benefits if they do not accept RVCLs as a viable educa-tional technology. Methodology In order to study the impact of collaborative work on technology acceptance, an empirical study was conducted using collaborative and individual versions of an introductory level computer networking exercise in an RVCL. Trials for the empirical study included students from technology intensive and non-technology intensive programs. Contribution The relationship between the technological background of students and their acceptance of an RVCL and the effect of collaborative work on this relation-ship were explored for the first time in the literature. Findings The findings of the study supported that collaborative work could improve non-technology students' acceptance of RVCLs. However, no significant effect of collaborative work on technology acceptance was observed in the case of technology students.
|Original language||English (US)|
|Number of pages||15|
|Journal||Journal of Information Technology Education: Research|
|State||Published - 2017|
All Science Journal Classification (ASJC) codes
- Computer Science(all)