Student Preferences of Virtual and Live Learning Laboratory Experiences

Abstract

Background: Given the increased emphasis on active learning in psychology, it is important to use data to enhance these experiences. In learning courses, both live animals and virtual training laboratories have been found to enhance learning, but less research has examined student preferences. Generally, live rats are preferred, but students may resist these experiences. Additionally, both laboratory types have drawbacks. Objective: This study examined student preferences for learning laboratory experiences. Method: The current study surveyed students to understand preferences between laboratory experiences and within a virtual program. Specifically, students were asked preference for species and between realistic and cartoon versions. Results: Participants preferred live animals, but the difficulties of working with live animals may require the use of virtual laboratory programs. For those programs, students preferred realistic dogs. Additionally, based on these preferences a pilot program was designed and tested in a class. The students supported the inclusion of the program for similar classes and provided feedback for improvement. Conclusions: Live animal laboratories are worthwhile when feasible, but well-designed virtual programs can be beneficial for engaging and impactful learning experiences. Teaching Implications: Instructors should consider using live or virtual animal laboratories for psychology of learning courses.