Abstract
A series of laboratory themed simulations developed by Learning Science Ltd. were integrated into a first year laboratory module at the University of Leicester. These simulations allow students to attempt the experiments they will do in the laboratory in a risk-free way that provides the opportunity to make mistakes and learn how to correct them using the immediate feedback generated. High student engagement was observed during our pilot, and student end-of-module comments were very positive for this technological enhancement.
Highlights
Laboratory teaching is an essential element of many undergraduate chemistry degree programs.[1]
It is generally accepted that some form of prelaboratory exercise can help students prepare for laboratory learning classes.[3]
Recent technological innovations have broadened the capabilities of prelaboratory preparation by allowing students to engage with self-marking multiple-choice quizzes which provide instant feedback,[7] to view videos of the apparatus and techniques they will encounter in the laboratory,6c and to attempt interactive simulations of the experiments they will do in the laboratory.[8]
Summary
Laboratory teaching is an essential element of many undergraduate chemistry degree programs.[1]. The VLE pages for the practical modules were reconstructed and divided into content folders, one for each experiment Within this folder were the links to the instruction videos (hosted by YouTube), the LTI links for the simulations, pre-entry quizzes, and experimental writeup materials. Access to the simulations by the 99 first year students was monitored using the VLE’s usage statistics toolkit and through a report of LTI link traffic provided by Learning Science Ltd. Overall, the simulations were accessed 4034 times during the running of our pilot module, equating to an average (mean) of 5.1 views per week per student. (...) it helped me remember how to perform certain techniques as it was learnt in an environment that’s not so [sic.] stressful as the lab.” Another student answered that “it gave me confidence as it feels like you’ve had some practice before you have done the experiment.”. Demonstrators noticed that students were less likely to run out of time and were generally more confident and competent in the lab
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