An expert-validated model of student engagement in virtual engineering labs

This study proposes a theoretically grounded conceptual framework to enhance student engagement in virtual engineering laboratories. The framework is validated through expert review rather than empirical testing. To address the challenges of online and blended learning environments, the model integrates two established theories: the extended Technology Acceptance Model (TAM2) and Self-Determination Theory (SDT). TAM2 captures extrinsic motivational factors, including perceived usefulness and ease of use, while SDT focuses on intrinsic psychological needs, particularly autonomy and competence. This paper presents an initial theoretical model that has been validated by experts and is intended to precede future empirical testing with students. Expert validation was conducted using a mixed-methods approach involving eight specialists in engineering education and educational technology. Quantitative evaluation employed the content validity ratio (CVR) and item-level content validity index (I-CVI), while qualitative feedback was analyzed using inductive thematic coding. The results showed strong agreement among experts on key components such as system usability, learner engagement, and feedback processes. However, some conceptual overlap was identified between the gamification and enjoyment constructs, suggesting the need for further clarification. The validated framework provides a foundation for future empirical studies to examine the proposed relationships among its constructs. By linking pedagogical design with digital system features, the framework contributes to a deeper understanding of student motivation and engagement in virtual engineering learning environments.