Prospective physics teachers' perceived adaptation to virtual laboratories: an exploratory cross-sectional study
DOI:
https://doi.org/10.12928/jrkpf.v13i2.2390Keywords:
Perceived Adaptation, Prior Experience, Technology Readiness, Virtual LaboratoryAbstract
The use of virtual laboratories in physics education requires prospective physics teachers to adjust their knowledge, attitudes, behaviors, and pedagogical considerations when engaging with technology. This study aimed to examine the relationships and relative contributions of technology readiness, prior experience, and facilitating conditions to prospective physics teachers’ perceived adaptation to virtual laboratories. A quantitative approach with a cross-sectional survey design was employed. The sample consisted of 33 students from the Physics Education Study Program at Universitas Islam Negeri Ar-Raniry Banda Aceh, selected through total sampling. Data were collected using a five-point Likert-scale questionnaire that was reviewed by two experts for content validity and analyzed using descriptive statistics, Pearson correlation, and multiple linear regression with IBM SPSS Statistics version 25. The regression analysis was based on 27 complete cases. Within these cases, the model yielded an R² of 0.645, indicating that the three predictors jointly explained 64.5% of the observed variance in perceived-adaptation scores. Technology readiness and facilitating conditions showed positive and statistically significant regression coefficients, whereas prior experience did not make a statistically significant unique contribution after the other predictors were taken into account. The findings indicate that prospective physics teachers’ perceived adaptation to virtual laboratories is associated with both individual technology readiness and supportive conditions for technology use.
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