Abstract
Building a virtual laboratory for teaching and learning is a highly complex process, incorporating diverse areas such as interaction design, visualisation, and pedagogy. This article focuses on the production and implementation issues that were found in the comparison of two different virtual laboratory projects, and discuss which design considerations can be drawn from these observations. Two web-based virtual laboratories - the Gas Laboratory and the Virtual Colour Laboratory - were developed independently of each other within two different content areas. The laboratories share considerable overlaps in goals and production circumstances. Through a comparison of production and outcome, similar problems related to design, development and implementation were observed. The research uses a mixed method approach combining quantitative pre- and post-tests for assessments, qualitative surveys, and qualitative, ethnographic observations and interviews. By comparing the background material, five design challenges for developing virtual laboratories are identified: 1) how to balance ambitions with available resources; 2) how to balance intended levels of user interaction with exploratory freedom; 3) how to find appropriate levels of realism depending on target group; 4) how to choose between mimicking real world appearance and enhanced features; and 5) how to find the best learning situation for the virtual laboratory. To meet these challenges, the following design considerations are proposed: Guide the design work with a clear understanding of purpose and context; select appropriate technology to ensure efficient design and media usage; select level of realism considering purpose and end users; and provide learning guides before and after the virtual lab session.
Highlights
The aim with this comparative study is to attain a deeper understanding of common problems related to design, development and implementation of virtual laboratories
After having defined what production and implementation issues appear to be common between the two virtual laboratory projects, our research question is: What specific design considerations can be drawn from these observations?
While the professionals aimed for a high level of visual realism regarding the colour reproduction, the students were more accepting towards the fact that it was the principle that was demonstrated rather than the fully realistic colour appearance
Summary
The aim with this comparative study is to attain a deeper understanding of common problems related to design, development and implementation of virtual laboratories. Edu/gasesinwater/gasesinwater15.htm) and the Virtual Colour Laboratory (available online at http://dvfl.portal.chalmers.se/). Each laboratory was developed independently within two very different content areas (physics and colour appearance). Each laboratory was developed independently within two very different content areas (physics and colour appearance1) Still, they share a considerable overlap in both goals and production circumstances. A number of observed challenges related to three stages - design, development and use - in the two virtual laboratory projects are described, analysed and thematised. After having defined what production and implementation issues appear to be common between the two virtual laboratory projects, our research question is: What specific design considerations can be drawn from these observations?
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