Structural equation modeling of factors influencing intent to use virtual manipulatives on mathematics learning in inclusive elementary schools

Abstract

Virtual manipulatives are efforts to realize quality education that is equitable and aligned with user needs within the framework of inclusive education. This study aims to analyze the direct and indirect effects of user readiness, accessibility needs, pedagogical needs, and institutional support on the intention to use virtual manipulatives, with need satisfaction serving as a moderating variable. The research employs a quantitative approach utilizing Structural Equation Modeling (SEM). The population comprises elementary school teachers providing inclusive education in Bali Province, Indonesia. The sample was selected through purposive sampling, resulting in 176 teachers. Data collection was conducted via questionnaires distributed through the Google Form platform. The collected data were analyzed using SEM with a Partial Least Squares (PLS) approach, employing SmartPLS version 4.0 as the analytical tool. The main findings indicate that user readiness, accessibility needs, pedagogical needs, and institutional support positively and significantly influence need satisfaction, which in turn indirectly affects the intention to use virtual manipulatives. Additionally, the results show that need satisfaction mediates the relationship between all independent variables and the dependent variable.