Virtual Labs in Engineering Education: Modeling Perceived Critical Mass of Potential Adopter Teachers

Virtual labs for science experiments are a multimedia technology innovation. A possible growth pattern of the perceived critical mass for virtual labs adoption is modeled using (N=240) potential-adopter teachers based on Roger’s theory of diffusion and of perceived attributes. Results indicate that perceived critical mass influences behavior intention to adopt a technology innovation like Virtual Labs and is affected by innovation characteristics like relative advantage, ease of use and compatibility. The work presented here models the potential-adopter teacher’s perceptions and identifies the relative importance of specific factors that influence critical mass attainment for an innovation such as Virtual Labs.