## 6 Conclusions  
Technology has become cheaper and widespread every day. This rapid development has also affected the field of education. As a result of this interaction, the concept of DE which has been used for years has come to the forefront. However, with the progress of digital concepts, instead of traditional DE methods, technology-focused DE methods have begun to be investigated and developed. In this study, a new platform-independent, technology-based laboratory system architecture for computers, smartphones, and tablets was developed for DE students of information technology to handle the problem of the lack of laboratories, the most important shortcoming in the traditional DE approach. With this system, it is aimed to increase the usability of the application in the traditional DE system. In the 2017/2018 academic year, the software projects of the DE students in web technology and engineering have been used to test this new laboratory system. A total of 86 students in the class were randomly divided into two groups of 43 people. The same assignments were given to both groups and assignments were evaluated by independent instructors. The average score of 69.05 was obtained in the first group given traditional DE assignments. The average of the second group given assignment via the newly developed laboratory system was determined as 76.51. The mean score of the first group was 69.71 in the final assignment after the usage habits of the students have been formed and the average score of the second group using the developed new laboratory system was found to be 82.60. A difference of 12.89% was observed between the two groups. It is also aimed to reveal the reasons for using the new laboratory system in the study through TAM. For this purpose, in the academic year of 2017/2018, field research was conducted for web programming courses of DE students in engineering and engineering fields. The results obtained from the TAM model are listed below. Perceived use and intention trends for students' use of the system in the course of the course are quite high. It is seen that the students' ease of use is perceived in the process of using the implemented laboratory for the lecture process and the attitude towards the behavior is affected  
Figure 6: SWOT analysis. positively. This means that if students can use the newly developed laboratory easily, they will show an attitude towards using these products. This finding is consistent with the results obtained by [16; 30]. The perceived use in the formation of students' behaviors towards the use of the newly developed laboratory in the course of study seems to positively influence the intention to use. This means that if the newly developed laboratory is used by the students that and they find it useful, they can be said to intend to use these products. This result is again consistent with [16]. The students' attitudes towards behavior during the newly developed laboratory concluded that perceived benefit has no effect on behavior and intention does not affect behavior. In conclusion, the laboratory environment required for information technology and engineering education was improved by eliminating the deficiencies in the literature in this study. In this context, the developed information technology and the remote education laboratory applied in the field of engineering are bridging the gap in the literature. Conceptualization, E.E., A.E., M.U. ; methodology, E.E., A.O. ; software, A.E., A.O. ; validation, A.E., E.E., and M.U. ; formal analysis, E.E., and A.E. ; investigation, E.E., and A.E. ; resources, A.E. ; writing--original draft preparation, E.E. ; writing--review and editing, E.E., A.O., and M.U. All authors have read and agreed to the published version of the manuscript. This work was partly supported by the Karikkale University Department of Scientific Research Projects (2016/107). Not applicable. Student consent was waived because real identities were not used. Data available on request due to restrictions e.g., privacy or ethical concerns.