Evaluating the "ATA Virtual Lab" based on Everett Rogers Diffusion of Innovation Theory (DOI)

This study aims to elucidate the necessity of utilizing the "Ata Virtual Science Laboratory" in elementary science education and to assess the performance of this simulated software. As the first virtual laboratory in Iran, alongside the limited availability of simulation software, this innovation plays a crucial role in deepening and accelerating the learning of experimental aspects in elementary science curricula. Accordingly, the objective of this research is to assess the success or failure of the "Ata Virtual Science Laboratory" based on the criteria of innovation diffusion. The theoretical and practical framework selected for this study is Everett Rogers' globally recognized Innovation Diffusion Theory. The five key criteria of this model (relative advantage, compatibility, complexity, trialability, and observability) provide a comprehensive foundation for evaluating any innovation. Methodologically, this research follows a quantitative approach in data collection and is categorized as descriptive-survey research. The statistical population of the study comprises elementary school teachers in Iran, with a sample of 70 teachers from four districts of Karaj and the Kaghazkonan region in East Azerbaijan province. The sampling method was non-probabilistic and convenience-based. For data analysis, an independent t-test and statistical techniques (descriptive and inferential) were employed. The results indicate that, from the teachers' perspective, the Ata Virtual Science Laboratory aligns with the five attributes of Rogers' theory. The level of alignment or success of all components was above average and statistically significant. Finally, research limitations were discussed, and practical and research-based recommendations were provided for future studies.