Bridging the Gap Between Science and Technology: A Descriptive Study Identifying Factors Influencing 6-8th Grade Science Teachers’ Implementation of Virtual Laboratory Simulations

Teachers at a South Carolina middle school in the United States were not implementing virtual laboratory simulations at the same rate as other middle schools in the district. This descriptive research examined 6th-8th grade middle school science teacher perceptions and influencing factors behind the choice to implement virtual laboratory simulations. The study examined two research questions: (1) what are the personal and social factors influencing science teachers’ decisions to implement a virtual laboratory simulation, and (2) what are the structural factors influencing science teachers’ decisions to implement a virtual laboratory simulation? The National Educational Technology Plan (NETP) and the International Society for Technology in Education (ISTE) aim to integrate technology in the classroom. While virtual laboratory simulations are an emerging technology with many advantages in the classroom, science teachers remain hesitant to implement them into their method of instruction. This study identified factors influencing 6th-8th grade science teachers’ implementation of virtual laboratory simulations. Data collection methods included qualitative semi-structured interviews and the UTAUT survey, which included quantitative questions and qualitative open-ended questions. The UTAUT survey was distributed to science teachers (n = 11) to measure technology acceptance through intention and usage behavior through descriptive statistics. Inductive analysis was employed to examine qualitative data collected from semi-structured interviews (n = 4) and the UTAUT survey qualitative open-ended questions from eleven participants. The study revealed that while virtual laboratory simulations (VLS) offer significant advantages, such as a safe environment for experimentation and observing abstract concepts, several barriers hindered their adoption. These included a lack of familiarity with the technology, concerns about its alignment with education standards, and structural challenges within the district.