INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
Assessing the Acceptance of the Innovative Lighting System Trainer  
Using the Technology Acceptance Model: Evidence from Technical  
Education Students  
Roey C. Sumaoy1, Joecyn N. Archival2  
1North Eastern Mindanao State University  
2Cebu Technological University  
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000567  
Received: 28 October 2025; Accepted: 04 November 2025; Published: 18 November 2025  
ABSTRACT  
The integration of educational technology plays a pivotal role in enhancing technical instruction and learner  
engagement. This study evaluated the behavioral intention to use and accept the Innovative Lighting System  
Trainer (ILST) at North Eastern Mindanao State University, Cantilan Campus, employing the Technology  
Acceptance Model (TAM) as the theoretical framework. The study aimed to determine the levels of perceived  
usefulness, perceived ease of use, attitude toward use, and behavioral control, and to examine the relationships  
among these constructs. A descriptive–correlational research design was utilized, involving student respondents  
from technical and engineering programs during the Academic Year 2024–2025. Weighted means and Pearson  
correlation coefficients were computed to assess the acceptability of the ILST and the interrelationships among  
TAM constructs. Findings revealed that all TAM constructs were rated as Very Highly Acceptable (grand mean  
= 4.37). Perceived usefulness obtained the highest mean rating, while perceived ease of use was rated slightly  
lower but remained Highly Acceptable. Correlation analysis showed strong positive and statistically significant  
relationships among perceived usefulness, attitude toward use, and behavioral control, confirming the validity  
of TAM in this context. The study concludes that user acceptance of the ILST is primarily influenced by its  
perceived usefulness and positive attitude formation. Integrating the ILST into technical training programs is  
strongly recommended to promote active, technology-enhanced learning and improve skill-based competency.  
Keywords: Educational technology, Innovative Lighting System Trainer (ILST), Perceived usefulness,  
Technical and vocational education, Technology Acceptance Model (TAM)  
INTRODUCTION  
The integration of innovative instructional technologies has become an essential element of modern education,  
particularly in the fields of science, technology, engineering, and industrial training. As global industries rapidly  
evolve, higher education institutions are compelled to adopt technology-enhanced learning systems that not only  
improve knowledge acquisition but also strengthen hands-on competencies essential for workplace readiness. In  
technical and vocational education, tools that simulate real-world electrical and industrial environments enable  
students to practice complex operations safely, effectively bridging the gap between theory and practical  
application (Scherer et al., 2019; Lin et al., 2021; Juera, 2022).  
In this context, the Innovative Lighting System Trainer (ILST) has been developed as a technology-based  
instructional tool to support experiential learning in electrical technology programs. The ILST provides a  
simulated platform where learners can explore, assemble, and analyse lighting systems in a controlled  
environment. Its design aligns with the pedagogical shift toward outcome-based education, which emphasises  
competency, performance, and skill mastery through experiential engagement. Understanding how learners and  
instructors accept and adopt such innovations is vital for maximising their educational potential (e.g., Nguyen &  
Tran 2023; Zhao et al., 2023).  
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Research on technology integration in education has shown that successful adoption depends on users’  
perceptions of a technology’s usefulness and ease of use (Davis, 1989; Venkatesh & Davis, 2000). The  
Technology Acceptance Model (TAM) remains one of the most robust frameworks for examining these  
determinants of technology adoption in educational contexts. Studies have applied TAM across diverse learning  
environments, including e-learning platforms, virtual laboratories, and simulation tools, revealing that user  
acceptance significantly predicts sustained use and educational impact (Teo, 2019; Ifinedo, 2017; Fussell &  
Truong 2021; Musa et al. 2023).  
In technical and vocational education, technology-mediated learning environments have proven effective in  
improving student motivation, engagement, and practical proficiency (Crawford et al., 2022; Application &  
effect of VR in vocational education 2024). Tools such as programmable logic controllers, automation trainers,  
and simulation kits have been shown to promote skill transfer and confidence in laboratory-based learning  
(Abidin & Idris, 2021; Cheng & Yeh, 2019). However, most of these studies have focused on digital or software-  
based platforms, with limited exploration of hardware-based instructional technologies such as lighting system  
trainers (Sui et al., 2022; Hands-on & Virtual Labs in Electronics 2023).  
Moreover, while TAM has been extensively validated across various educational settings, contextual factors  
such as institutional support, cultural environment, and localised technological innovations remain  
underexplored in the literature (Sánchez-Prieto et al., 2019; Wong et al., 2020; Longitudinal perspectives on tech  
acceptance 2024). This highlights the need for empirical investigation into user acceptance of locally developed  
instructional tools within technical education programmes.  
Despite the proliferation of technology in education, little is known about how students and instructors perceive  
and accept hardware-based instructional technologies designed for hands-on learning. Most previous research  
has concentrated on software applications and online platforms, leaving a gap in understanding the acceptance  
of physical instructional devices like the ILST. Additionally, there is limited empirical evidence from Philippine  
higher education institutions assessing how TAM constructs, perceived usefulness, perceived ease of use,  
attitude toward use, and behavioural intention, influence the adoption of such innovations in technical-vocational  
training.  
Addressing this gap is crucial, as user acceptance determines not only the effectiveness but also the sustainability  
of integrating new teaching technologies into the curriculum. Without empirical data on ILST acceptance,  
institutions risk under-utilising valuable educational innovations that could enhance technical competency and  
teaching efficiency (Charting the Future of Maritime Education 2024; Utilising Virtual Worlds for Training  
Professionals 2025).  
This study aims to assess the acceptance of the Innovative Lighting System Trainer (ILST) among students and  
instructors of the Bachelor of Industrial Technology major in Electrical Technology at North Eastern Mindanao  
State University – Cantilan Campus. Guided by the Technology Acceptance Model (TAM), the study seeks to  
determine how perceived usefulness, perceived ease of use, and attitude toward the ILST influence users’  
behavioural intention to adopt the tool in instructional and learning contexts.  
Specifically, the study intends to:  
1. Describe the respondents’ perceptions of the ILST in terms of perceived usefulness, perceived ease of use,  
attitude toward use, and behavioral intention;  
2. Determine the relationships among the TAM constructs as they apply to the ILST; and  
The study’s findings are expected to provide empirical evidence supporting technology integration in technical-  
vocational programs, offering insights for curriculum developers, educators, and policymakers seeking to  
enhance practical training through innovative instructional systems.  
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LITERATURE REVIEW  
Technological innovations have transformed the pedagogical landscape of technical and vocational education,  
enabling students to acquire practical skills through simulated and interactive learning environments. The  
integration of technology-driven instructional tools, such as the Innovative Lighting System Trainer (ILST),  
plays a vital role in improving students’ hands-on competencies, engagement, and conceptual understanding.  
This review synthesizes relevant studies on technology acceptance, educational technology integration, and  
hands-on training tools, organized around the key constructs of the Technology Acceptance Model (TAM) —  
perceived usefulness, perceived ease of use, attitude toward use, and behavioral intention.  
Technology Acceptance in Education  
The Technology Acceptance Model (TAM) proposed by Fred Davis (1989) remains a foundational framework  
for examining user adoption of technological innovations. It posits that an individual’s intention to use  
technology is primarily determined by perceived usefulness (PU) and perceived ease of use (PEOU). In the  
context of education, TAM has been widely applied to explore adoption behaviours among teachers and students  
across e-learning, simulation, and laboratory technologies. Recent studies highlight that users are more likely to  
embrace educational technologies when these tools are relevant, efficient, and supportive of learning outcomes  
(Lin et al., 2023; Antonietti et al., 2022). In technical education, the success of an instructional device like ILST  
depends on users’ recognition of its capacity to enhance skill acquisition and simplify complex training tasks  
(Cattaneo & Rauseo, 2025).  
Perceived Usefulness and Educational Impact  
Perceived usefulness refers to the degree to which a person believes that using a system will enhance their  
performance. In engineering and technical education, tools that simulate real-world equipment such as lighting  
trainers, PLC simulators, and automation kits allow learners to practice safely and repeatedly. Research shows  
that such tools significantly improve concept mastery and procedural confidence (Edumadze et al., 2022; Anwar  
et al., 2023). Furthermore, the perceived usefulness of technology-based trainers often increases when the tools  
are aligned with curricular goals, reduce laboratory costs, and bridge theory–practice gaps (Pertiwi et al., 2023).  
These findings support the integration of ILST as a valuable medium for strengthening practical learning.  
Perceived Ease of Use and User Experience  
Ease of use reflects the extent to which users find a technology simple and effortless to operate. In the educational  
context, intuitive and user-friendly designs are essential to ensure efficient learning experiences (Chen et al.,  
2025). Studies reveal that training support, interface design, and prior exposure to similar technologies strongly  
influence ease of use perceptions (Lin et al., 2023). For the ILST, minimizing complexity and ensuring accessible  
operation are crucial for fostering user confidence and sustained utilisation among students and instructors in  
electrical training.  
Attitude Toward Use and Behavioral Intention  
Positive attitudes toward technology significantly enhance behavioural intention to adopt it. Users who perceive  
educational technologies as beneficial and easy to use tend to exhibit greater motivation and long-term adoption  
(Siliņa-Jasjukeviča et al., 2025; Cattaneo et al., 2025). Within technical education, favourable attitudes toward  
instructional innovations correlate with improved engagement, self-efficacy, and satisfaction (Msimango et al.,  
2024). Instructors’ willingness to incorporate the ILST in laboratory teaching also influences students’  
behavioural intention, highlighting the importance of institutional support and professional development (Giac  
et al., 2025).  
Educational Technology in Hands-On Learning  
Hands-on training tools are integral to competency-based technical education. Research underscores their role  
in providing authentic, safe, and controlled environments where learners can experiment with electrical systems  
without real-world risks (Zhang et al., 2025; Msimango et al., 2024). The adoption of smart trainers like ILST  
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aligns with the constructivist learning paradigm, enabling students to apply theoretical concepts through practice.  
Studies confirm that such interactive tools improve retention, motivation, and practical skill proficiency  
(Exploring Hands-On Activities in Cambodia, 2024).  
Critical Analysis  
While previous studies confirm TAM’s effectiveness in explaining technology acceptance, most have focused  
on digital learning systems (e.g., LMS platforms, MOOCs, virtual labs) rather than hardware-based instructional  
trainers. This indicates a research gap in tangible, hands-on technologies used in technical education. Moreover,  
contextual factors such as institutional readiness, curriculum alignment, and instructor competency are often  
underexplored in TAM-based educational models (Antonietti et al., 2022). There is also limited evidence from  
Philippine or Southeast Asian contexts addressing the acceptance of localised instructional innovations like the  
ILST.  
Theoretical Framework  
This study is anchored on TAM. The model posits that two primary constructs, Perceived Usefulness (PU) and  
Perceived Ease of Use (PEOU), directly influence an individual’s Attitude Toward Use, which in turn determines  
Behavioural Intention to Use. Applied to the ILST, TAM provides a robust framework to analyse how students  
and instructors evaluate its functional efficiency and usability, ultimately shaping their intention to adopt it in  
training.  
METHODOLOGY  
Design  
This study employed a descriptive research design to examine the acceptance of the Innovative Lighting System  
Trainer (ILST) among electrical technology students. The design was selected for its suitability in providing an  
accurate representation of current perceptions and acceptance levels without manipulating variables. This  
approach allowed the researchers to systematically describe how users perceive and intend to adopt the ILST as  
an instructional innovation.  
Locale  
The study was conducted at North Eastern Mindanao State University – Cantilan Campus, located in Pag-  
antayan, Cantilan, Surigao del Sur, Philippines. The university offers programs in industrial and technical  
education, providing an ideal environment for evaluating the ILST’s applicability. The setting was chosen  
because it integrates both theoretical and practical components of electrical technology education, enabling direct  
assessment of the trainer’s educational value.  
Respondents  
The study involved a total of 150 respondents, comprising students from the Bachelor of Industrial Technology  
major in Electrical Technology program at North Eastern Mindanao State University – Cantilan Campus.  
Participants were selected using purposive sampling, targeting individuals with direct exposure to or experience  
with electrical training tools. Inclusion criteria required respondents to be currently enrolled or actively teaching  
in the Electrical Technology program. Participation was voluntary, and anonymity was strictly maintained  
throughout the research process.  
Instrument  
Data were collected using a structured questionnaire developed based on the Technology Acceptance Model  
(TAM) proposed by Davis (1989). The instrument was designed to assess user acceptance and behavioral  
intention toward the Innovative Lighting System Trainer (ILST), a technology-based instructional tool for  
enhancing hands-on learning in electrical education. The questionnaire consisted of the core constructs of TAM,  
including Perceived Usefulness, Perceived Ease of Use, Attitude Toward Use, and Behavioral Intention.  
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To ensure content validity and contextual relevance, the questionnaire was adapted and modified from several  
previously validated instruments used in studies on technology acceptance in education and applied technology  
contexts. Expert validation was conducted by three faculty specialists in educational technology. Pilot testing  
with a small group of electrical technology students yielded a Cronbach’s alpha of 0.89, indicating high internal  
consistency and reliability.  
Data Gathering Procedure  
Prior to data collection, ethical clearance was obtained from the university’s research ethics committee.  
Permission to conduct the study was formally requested from the program chair of the Electrical Technology  
department. After approval, questionnaires were distributed to qualified respondents through classroom visits  
and scheduled sessions. Participants were briefed on the study’s objectives, procedures, and confidentiality  
protocols. Informed consent was obtained prior to participation. Completed questionnaires were collected,  
encoded, and organized for statistical analysis. All data were stored securely and used exclusively for research  
purposes.  
Data Analysis  
The data were analyzed using descriptive statistical techniques, including means and standard deviations, to  
describe respondents’ levels of acceptance across TAM constructs. Inferential analyses, such as correlation  
analysis, were employed to examine relationships among perceived usefulness, ease of use, attitude, and  
behavioral intention toward ILST utilization. These analytical methods were chosen for their appropriateness in  
quantifying perception-based data and identifying key factors influencing acceptance levels.  
Ethical Considerations  
The study adhered to established ethical research standards. All participants provided informed consent prior to  
data collection and were assured of the confidentiality and anonymity of their responses. Participation was  
entirely voluntary, and respondents were informed that they could withdraw from the study at any time without  
penalty. No personally identifiable information was collected. Data were securely stored in password-protected  
files and used solely for academic and research purposes.  
RESULTS  
Acceptability of the Innovative Lighting System Trainer (ILST)  
Table 1 presents the respondents’ perception of the acceptability of the Innovative Lighting System Trainer  
(ILST) based on the four Technology Acceptance Model (TAM) constructs: perceived usefulness, perceived  
ease of use, attitude toward use, and behavioral control.  
Respondents rated the ILST as “Very Highly Acceptable” overall (Grand Weighted Mean = 4.37), indicating  
strong agreement with the positive statements across all constructs. The construct perceived usefulness obtained  
the highest mean score (4.53, SD = 0.39), suggesting that students recognized the ILST’s capacity to enhance  
learning efficiency, safety, and technical competence. The statement “Using the ILST will enhance my learning  
and technical skills” received the highest mean within this dimension (4.77, SD = 0.59).  
Attitude toward use ranked second (Mean = 4.47, SD = 0.44), reflecting favorable affective responses toward  
adopting the ILST in training. The highest-rated item in this category was “I believe that using the ILST is a  
good idea” (Mean = 4.76, SD = 0.46).  
Behavioral control followed with a mean of 4.30 (SD = 0.39), implying that respondents generally perceived  
sufficient control and confidence in using the ILST, supported by the availability of resources and technical  
support.  
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Finally, perceived ease of use recorded the lowest—but still “Highly Acceptable”—mean score (4.21, SD =  
0.58), indicating that while respondents found the ILST manageable, a small proportion perceived some  
operational challenges or learning curve during initial use  
Table 1. Acceptability of the Innovative Lighting System Trainer Based on TAM Constructs  
Statements  
Weighed Standard Interpretation  
Mean  
Deviation  
PERCEIVED USEFULNESS  
Using the Innovative Lighting System Trainer (ILST) will enhance 4.77  
my learning and technical skills.  
0.5924  
0.6783  
0.6306  
0.6919  
0.6722  
0.6311  
0.6151  
0.6176  
0.585  
Very  
Acceptable  
Highly  
The ILST will improve the quality of my training and skill 4.36  
development.  
Very  
Acceptable  
Highly  
I believe the ILST will help me complete tasks more efficiently.  
4.54  
Very  
Acceptable  
Highly  
The ILST will reduce learning difficulties and allow me to train for 4.33  
longer periods comfortably.  
Very  
Acceptable  
Highly  
I believe that using the ILST will increase my confidence in electrical 4.53  
installations.  
Very  
Acceptable  
Highly  
The ILST will allow me to train more effectively with fewer 4.38  
interruptions due to errors or uncertainties.  
Very  
Acceptable  
Highly  
The design of the ILST will significantly improve my learning 4.59  
experience.  
Very  
Acceptable  
Highly  
I believe that the ILST will be valuable for both basic training and 4.57  
advanced learning.  
Very  
Acceptable  
Highly  
The ILST will contribute to a safer learning environment by reducing 4.67  
the risk of electrical accidents.  
Very  
Acceptable  
Highly  
Average Weighted Mean  
4.53  
0.3864  
Very  
Highly  
Acceptable  
PERCEIVED EASE OF USE  
Learning to operate the ILST will be easy for me.  
4.13  
4.19  
4.33  
4.33  
0.7015  
0.7631  
0.7641  
0.7188  
0.8166  
Highly  
Acceptable  
I find the ILST easy to use.  
Highly  
Acceptable  
I believe I can become skillful in using the ILST quickly.  
It would be easy for me to get the ILST to function as needed.  
Very  
Acceptable  
Highly  
Very  
Acceptable  
Highly  
The features of the ILST are straightforward and easy to understand. 4.24  
Very  
Highly  
Acceptable  
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I believe that using the ILST would not require a lot of effort.  
4.17  
0.8414  
0.8171  
0.8089  
0.8105  
0.5766  
Highly  
Acceptable  
The instructions and guidelines for using the ILST are clear and easy 4.15  
to follow.  
Highly  
Acceptable  
I believe I could troubleshoot and solve problems that arise while 4.1  
using the ILST.  
Highly  
Acceptable  
I will be able to use the ILST without needing much assistance.  
4.25  
Very  
Acceptable  
Highly  
Average Weighted Mean  
4.21  
Highly  
Acceptable  
ATTITUDE TOWARD USE  
I believe that using the ILST is a good idea.  
4.76  
0.4588  
0.5979  
0.6622  
0.6306  
0.7519  
0.7151  
0.6927  
0.7456  
0.4442  
Very  
Acceptable  
Highly  
Using the ILST would make my training more engaging and 4.54  
interactive.  
Very  
Acceptable  
Highly  
I like the idea of using the ILST to enhance my technical skills.  
4.47  
Very  
Acceptable  
Highly  
I have a positive attitude toward incorporating the ILST into my 4.46  
learning process.  
Very  
Acceptable  
Highly  
The ILST will positively influence my learning experience.  
4.28  
Very  
Acceptable  
Highly  
I would feel comfortable using the ILST regularly.  
4.41  
Very  
Acceptable  
Highly  
Using the ILST will make my training more interesting and 4.51  
engaging.  
Very  
Acceptable  
Highly  
Overall, I am enthusiastic about using the ILST.  
4.37  
Very  
Acceptable  
Highly  
Average Weighted Mean  
4.47  
Very  
Highly  
Acceptable  
BEHAVIORAL CONTROL  
I have full control over whether I will use the ILST.  
4.39  
4.43  
0.6323  
0.5947  
0.6731  
0.5911  
Very  
Acceptable  
Highly  
I feel confident in my ability to use the ILST effectively.  
Very  
Acceptable  
Highly  
I have access to the resources (e.g., training, support) needed to use 4.3  
the ILST.  
Very  
Acceptable  
Highly  
I have the necessary knowledge and skills to operate the ILST.  
4.14  
Highly  
Acceptable  
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The availability of the ILST is within my control.  
4.27  
0.6203  
0.8305  
0.6036  
0.6129  
0.6151  
0.6568  
0.3943  
Very  
Acceptable  
Highly  
I can easily access technical support if I encounter any issues with 4.19  
the ILST.  
Highly  
Acceptable  
External factors, such as classroom setup or availability of 4.23  
equipment, will not prevent me from using the ILST.  
Highly  
Acceptable  
I have the flexibility to decide when and how to use the ILST.  
4.35  
Very  
Acceptable  
Highly  
I feel capable of overcoming any challenges related to using the 4.41  
ILST.  
Very  
Acceptable  
Highly  
Using the ILST is entirely within my personal control.  
4.35  
Very  
Acceptable  
Highly  
Average Weighted Mean  
4.3  
Very  
Highly  
Acceptable  
Grand Weighted Mean Interpretation  
4.37  
Very  
Highly  
Acceptable  
Legend:  
4.24 – 5.04 – Strongly Agree; 3.43 – 4.23 – Agree; 2.62 – 3.42 – Neutral; 1.81 – 2.61 – Disagree;  
1.00 – 1.80 – Strongly Disagree  
Correlation Among TAM Constructs  
Table 2 displays the Pearson correlation coefficients among the TAM constructs. The results show varying  
degrees of association between the variables.  
A strong positive and statistically significant correlation was found between Perceived Usefulness and Attitude  
Toward Use (r = 0.7608, p < 0.001), indicating that students who perceived the ILST as useful also held favorable  
attitudes toward its adoption. Similarly, Perceived Usefulness was strongly and significantly correlated with  
Behavioral Control (r = 0.6243, p < 0.001).  
A moderate correlation between Perceived Usefulness and Perceived Ease of Use (r = 0.4055, p = 2.629, not  
significant) suggests that perceived ease does not necessarily determine usefulness in this context. Meanwhile,  
Perceived Ease of Use correlated weakly but significantly with Attitude Toward Use (r = 0.2352, p = 0.0038),  
indicating a smaller yet meaningful influence.  
All other relationships among constructs (e.g., Ease of Use and Behavioral Control, Attitude Toward Use and  
Behavioral Control) demonstrated strong, positive, and significant correlations, confirming the interdependence  
of the constructs within the TAM framework.  
Table 2. Correlation Matrix Among TAM Constructs  
Relationship  
Pearson r p-value Interpretation  
Perceived Usefulness vs. Perceived Ease of 0.4055  
Use  
2.629  
Moderate correlation, not statistically  
significant  
Perceived Usefulness vs. Attitude Toward 0.7608  
Use  
0
Strong positive correlation, statistically  
significant  
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Perceived  
Behavioral Control  
Usefulness  
vs.  
Perceived 0.6243  
0
Strong positive correlation, statistically  
significant  
Perceived Ease of Use vs. Attitude Toward 0.2352  
Use  
0.0038 Weak positive correlation, statistically  
significant  
Perceived Ease of Use vs. Perceived 0.6742  
Behavioral Control  
0
Strong positive correlation, statistically  
significant  
Attitude Toward Use vs. Perceived 0.6258  
Behavioral Control  
0
Strong positive correlation, statistically  
significant  
DISCUSSION  
The findings demonstrate robust acceptance of the Innovative Lighting System Trainer among students at North  
Eastern Mindanao State University. The results affirm the core postulates of the Technology Acceptance Model  
(TAM) originally proposed by Fred Davis (1989), emphasising that perceived usefulness and attitude toward use  
are primary determinants of technology adoption.  
The very high perceived usefulness (M = 4.53) underscores that students recognise the ILST as an effective tool  
for enhancing technical proficiency, aligning with recent evidence that usefulness significantly predicts  
behavioural intention (for example, in modelling metaverse adoption: Al-Barghothi et al., 2023). Similarly, the  
strong correlation between perceived usefulness and attitude toward use (r = 0.7608) supports prior findings that  
favourable beliefs about a technology’s utility translate into positive affective responses (Yao & Liu, 2025).  
While perceived ease of use received slightly lower ratings, it still met the “Highly Acceptable” threshold. This  
mirrors recent observations that ease of use may be less influential when the benefits of the technology are clearly  
perceived (Birhanemeskel, 2025). The moderate, non-significant correlation between usefulness and ease of use  
(r = 0.4055) further implies that students value ILST’s functionality more than its simplicity—an observation  
consistent with utilitarian technology adoption settings (Hasan et al., 2023).  
The strong positive associations between behavioural control (i.e., users’ sense of autonomy and confidence)  
and other constructs highlight users’ confidence and autonomy in operating the ILST, echoing extensions of  
TAM that integrate constructs from the Theory of Planned Behavior (Ajzen, 1991; Stöckl & Struck, 2025). When  
users feel capable and supported, their likelihood of consistent usage increases.  
These results suggest that training interventions and structured orientation programmes focusing on the ILST’s  
functional benefits and operational mastery could sustain and enhance acceptance. Emphasising perceived  
usefulness through applied exercises and demonstrations may reinforce positive attitudes and behavioural  
intentions. At the same time, ensuring that ease of use remains sufficient (through user-friendly design and  
support) will help maintain momentum for adoption.  
The study’s scope is limited to one university campus, restricting the generalisability of the findings. Future  
research may explore comparative analyses across institutions or integrate qualitative methods (e.g., interviews  
or focus groups) to capture deeper motivational insights. Longitudinal studies could also assess how sustained  
exposure influences behavioural intention and skill retention (Fatokun, 2025).  
In summary, the study validates the relevance of the TAM constructs in evaluating educational technology  
adoption within technical training contexts. The ILST was widely perceived as useful, easy to use, and under the  
users’ control, leading to positive attitudes and intentions toward utilisation. These insights contribute to  
evidence-based strategies for technology integration in engineering and vocational education.  
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CONCLUSIONS AND RECOMMENDATION  
This study concludes that the Innovative Lighting System Trainer (ILST) demonstrates strong user acceptance,  
validated through consistently high ratings across all Technology Acceptance Model (TAM) constructs.  
Perceived usefulness emerged as the most dominant predictor of behavioral intention, indicating that learners’  
willingness to adopt the ILST is driven primarily by its capacity to enhance learning efficiency, confidence, and  
safety in technical practice. Significant correlations among perceived usefulness, attitude toward use, and  
behavioral control confirm the applicability of TAM within technology-driven instructional settings. These  
findings provide empirical support for the integration of interactive, simulation-based learning systems in  
engineering education to improve engagement and practical competence.  
It is recommended that the ILST be formally implemented as a core instructional tool within technical training  
curricula, supported by structured faculty development and maintenance programs. Institutional policies should  
promote continuous evaluation of system usability, learner outcomes, and instructional integration to ensure  
sustained adoption. Future studies are encouraged to examine longitudinal effects, cross-campus applications,  
and qualitative learner experiences to deepen understanding of technology acceptance in educational innovation.  
Overall, the study affirms the ILST’s pedagogical value and contributes evidence toward advancing the effective  
use of educational technologies in higher education.  
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