As technology advances, virtual museums have gained popularity as a new form of learning resources. However, persuading audiences to absorb and comprehend a tremendous volume of information in an unregulated online environment is the challenge. Considering the use of an online application in educational practice, collaborative teamwork can be implemented to tackle students' difficulties caused by the use of the app as virtual museum. This study explored the validation of technology acceptance on collaborative teamwork in the implementation of a virtual museum and making storytelling. Two questionnaires were employed as the main instrument to collect the data from 122 higher education students. The findings indicate that five of twelve hypotheses were supported. Following the result, it is known that perceived ease of use and perceived usefulness significantly affects attitude toward use, perceived usefulness significantly affects teamwork quality, and attitude toward use significantly affects collaborative results. The other seven hypotheses that failed to be supported can represent the important activities and related features that need to be highlighted in designing a virtual museum used in storytelling under collaborative design. Therefore, it will help educational practices to design the features in the app matched by activities in collaborative and storytelling.