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Technology Acceptance Model-Based Design of Virtual Studio for Scientific Creativity in Schools.

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Bibliographic Details
Title: Technology Acceptance Model-Based Design of Virtual Studio for Scientific Creativity in Schools.
Authors: Piboon, Kulchaya (AUTHOR), Khlaisang, Jintavee (AUTHOR), Koraneekij, Prakob (AUTHOR)
Source: Journal of Educational Research. 2026, Vol. 119 Issue 5, p508-517. 10p.
Subjects: Technology Acceptance Model, Creative ability in science, Instructional systems design, Secondary education, Autodidacticism, Courseware, Critical thinking, Collaborative learning
Abstract: In response to modern-day learning and working demands, virtual studio learning environments (VsLEs) offer opportunities for idea exchange, collaborative reflection, and feedback that support self-directed learning, autonomous thinking, higher-order thinking, and flexibility. This study investigates technology acceptance among secondary school students to inform the instructional design of VsLEs that enhance scientific creativity. An extended Technology Acceptance Model (TAM) was employed, incorporating technological complexity (TC), perceived ease of use (PEU), perceived usefulness (PU), and social relationships (SR) as predictors of attitude toward use (ATU). Data were collected from 396 Thai upper secondary students. Results revealed that SR and TC significantly influenced PEU (β = 0.61, −0.54), SR and PEU influenced PU (β = 0.37, 0.39), and SR and PU influenced ATU (β = 0.19, 0.75). The findings provide empirical insights for designing student-centered digital learning environments that foster scientific creativity and cognitive engagement in upper secondary education. [ABSTRACT FROM AUTHOR]
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Database: Psychology and Behavioral Sciences Collection
Description
Abstract:In response to modern-day learning and working demands, virtual studio learning environments (VsLEs) offer opportunities for idea exchange, collaborative reflection, and feedback that support self-directed learning, autonomous thinking, higher-order thinking, and flexibility. This study investigates technology acceptance among secondary school students to inform the instructional design of VsLEs that enhance scientific creativity. An extended Technology Acceptance Model (TAM) was employed, incorporating technological complexity (TC), perceived ease of use (PEU), perceived usefulness (PU), and social relationships (SR) as predictors of attitude toward use (ATU). Data were collected from 396 Thai upper secondary students. Results revealed that SR and TC significantly influenced PEU (β = 0.61, −0.54), SR and PEU influenced PU (β = 0.37, 0.39), and SR and PU influenced ATU (β = 0.19, 0.75). The findings provide empirical insights for designing student-centered digital learning environments that foster scientific creativity and cognitive engagement in upper secondary education. [ABSTRACT FROM AUTHOR]
ISSN:00220671
DOI:10.1080/00220671.2025.2601145