Students and Teachers Perspectives on Integrating Mobile Simulation-Based with Hands-On Learning: Foundations for Enhanced Instructional Design in Basic Electronics

Mafet O Capao; Victor S Rosales; Jan Vincent H Leuterio; Roque B Requino; Faith Q Baldonado

doi:10.47814/ijssrr.v8i6.2745

Mafet O Capao Department of Technology Teacher Education, College of Education, Mindanao State University, Iligan Institute of Technology, Iligan City, 9200, Philippines
Victor S Rosales Department of Technology Teacher Education, College of Education, Mindanao State University, Iligan Institute of Technology, Iligan City, 9200, Philippines
Jan Vincent H Leuterio Department of Technology Teacher Education, College of Education, Mindanao State University, Iligan Institute of Technology, Iligan City, 9200, Philippines
Roque B Requino Department of Technology Teacher Education, College of Education, Mindanao State University, Iligan Institute of Technology, Iligan City, 9200, Philippines
Faith Q Baldonado Department of Computer Engineering and Mechatronics, College of Engineering, Mindanao State University, Iligan Institute of Technology, Iligan City, 9200, Philippines

DOI: https://doi.org/10.47814/ijssrr.v8i6.2745

Keywords: Mobile Simulation-Based Leaning; Hands-On Learning; Integrated Approach; Technology Acceptance; Instructional Design

Abstract

This study explores the integration of mobile simulation-based learning with traditional hands-on laboratory activities in a Basic Electronics course. Specifically, it aims to (1) assess student acceptance of the integrated approach using the Technology Acceptance Model (TAM), (2) examine teacher perspectives on its pedagogical value and implementation challenges, and (3) propose an evidence-informed action plan for effective integration. A mixed-methods research design was employed. Quantitative data were gathered from 40 students using a TAM-based survey, measuring Perceived Ease of Use (PEU), Perceived Usefulness (PU), Attitude Towards Using (ATU), and Behavioral Intention (BI). Qualitative data were collected through semi-structured interviews with five experienced electronics teachers. Results revealed positive student perceptions across all TAM constructs, with mean scores indicating strong agreement regarding the usability, usefulness, and continued use of the integrated approach. Statistically significant correlations were found among all TAM variables, consistent with TAM’s theoretical framework. Thematic analysis of teacher interviews highlighted the pedagogical benefits and instructional innovation of the integrated approach, while also revealing concerns about potential distractions and over-reliance on technology. These findings confirm high student acceptance and teachers provide insights into the conditions necessary for successful instructional integration. Based on the results, a Plan-Do-Check-Act (PDCA) instructional framework is proposed to support the structured and sustainable adoption of mobile simulations in basic electronics education. This research provides evidence-based insights and offers a foundation for developing more engaging, effective, and accessible learning environments in technical and vocational education.

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