Virtual‐laboratory based learning to improve students’ basic engineering competencies based on their spatial abilities

Abstract

AbstractThis study aims to determine the effect of learning in Classic Tutorial Virtual Laboratory (CT‐VLab) and Exploratory Tutorial Virtual Laboratory (ET‐VLab) on student learning outcomes, that is, Immediate Memories Learning Outcomes (IM‐LO) and Delayed Memories learning Outcomes (DM‐LO) in essential engineering competencies. Moreover, the moderating role of spatial ability in the form of High Spatial Ability (H‐SA) and Low Spatial Ability (L‐SA) has been examined to assess the change in students learning outcomes. The study used a quasi‐experimental approach with a 4 × 2 factorial design. Purdue Spatial Visualization Test to measure spatial abilities and learning outcomes has been applied using standard test instruments. Moreover, a two‐way Manova analysis was performed. The results showed that CT‐VLab was as good as ET‐VLab in improving IM‐LO learning outcomes, but for DM‐LO, CT‐VLab media was superior in maintaining learning outcomes. In addition, spatial ability showed a linear effect on learning outcomes for IM‐LO and DM‐LO, both in CT‐VLab and ET‐VLab learning. Furthermore, results revealed that for the H‐SA student group, CT‐VLab and ET‐VLab are effective for improving IM‐LO and DM‐LO learning outcomes, but for the l‐SA group, it is recommended to use CT‐VLab.