This study identifies valuable features and functionalities for animation-based assessment utilizing the course syllabus as extant variables on modeling core competency for the Bachelor of Science in Hospitality and Tourism Management program and how these framework models affected the perception of instructors and students acceptance using the virtual simulation. Questionnaires gathered information from the 249 undergraduate students who used online learning for the core competency as external variables and the five program teachers to measure the construct. The results reveal that the external variable did not support TAM behavioral intention and exposed mediating effect on perceived ease of use to the behavioral intention. Perceived ease of use influences the program learning outcome in the behavioral intended/course outcomes. In contrast, behavioral choice affects the actual use of the system on prototype utilization. Further implies that virtual simulation using animation-based core competency assessment was highly agreed upon by the users in the academe of courses dealing with laboratory activity.