Investigating students’ intention to use computer simulations

Abstract

In this paper, we explore students’ intention to use computer simulations. Computer simulations are viewed as a practical tool for supporting learners cognitively and emotionally, thus leading to improved learning outcomes. While simulations have been shown to be efficient and effective learning tools, there are few studies that investigate students’ intention to use them. Accordingly, we investigate students’ intention to use computer simulations in this study, based on the technology acceptance model (TAM). A total of 38 university students participated in the experiment, and the partial least squares (PLS) method was used to treat the small samples. The results showed that computer self-efficacy, perceived ease of use and perceived usefulness affect behavioral intentions indirectly, while perceived usefulness and attitude toward use have direct effects on behavioral intentions to use computer simulations.