Examining experienced chemistry teachers’ perception and usage of virtual labs in chemistry classes: a qualitative study using the technology acceptance model 3

Guided by the Technology Acceptance Model 3 (TAM-3), this study concerning VL focuses to examine chemistry teachers’ experiences, perceived ease of use, perceived usefulness, use intentions, actual use, and factors that affect them and to create a model of the real use of VL by chemistry teachers. The research was carried out in the holistic single case study design and data were collected from 26 chemistry teachers. It was found that only four chemistry teachers included the different VL applications in their lessons during and after distance education. However, although the chemistry teachers’ acceptance of the inclusion of VL in distance chemistry lessons is high, it was determined that some factors prevented teachers from putting VL into real use. The first factor affecting the teachers’ perceptions of the usefulness of VL is the thought that the problems encountered during the face-to-face laboratory, such as safety, inability to have every experiment done, and cost, will disappear with the use of VL. The other factor is that they think that the inclusion of VL will increase students’ participation because it attracts their attention. It was determined that chemistry teachers’ perceptions of ease of use regarding technology in general and VL, in particular, were primarily affected by technical difficulties such as teachers’ knowledge and skills related to technology, internet connection, lack of appropriate VL applications, and problems arising from students. On the other hand, it has been concluded that the most important factors affecting the teachers who transform the use of VLs into real behavior are the contribution of VL to chemistry teaching, safety, and time-saving. From a theoretical perspective, this study focuses on the main factors affecting chemistry teachers’ decisions to adopt VL for the inclusion of VL in chemistry lessons. On the practical side, this study will provide insight for chemistry teachers and university academics to develop strategies to help chemistry teachers find ways to increase their adoption of the VL in chemistry classes in ways that contribute to student learning.