Digital Laboratories Research Articles

Development of a Digital Business Laboratory Model for the Faculty of Islamic Economics and Business at the State Islamic Universities: The Experience at the State Islamic University of Sunan Gunung Djati Bandung

Currently, digital business laboratories are one of the most important tools for student skills in university business. However, based on initial searches, a digital business laboratory has yet to be found within the State Islamic Universities (PTKIN). This research aims to analyze the digital business laboratory development model at PTKIN. This research uses research and development methods with a qualitative-comparative approach. This research concludes that this digital business laboratory plays a role in forming Bachelor of Economics who are adaptive, creative, and have strong digital business skills. Not only that, but digital business laboratories must uphold the function of higher education. The development and management of such a complex laboratory ultimately produces output and outcomes for students and the community, government, and stakeholders involved in laboratory operations. Mono-disciplinary, interdisciplinary, and multi-disciplinary approaches are alternative development patterns to equip students with excellent knowledge and skills. Through this strategy, a digital business laboratory development model was created by carrying out three programs, namely the internship program, partnership program, and empowerment program. Thus, this research is expected to contribute fully to advancing students, universities, government, and society.

Virtual Digital Laboratory Vernier as a Tool of Implementing STEM-Education Principles in Physics Lessons

The article highlights the results of the theoretical and methodological analysis of the issue of the use of the Vernier digital virtual laboratory as an innovative tool for implementing the principles of STEM education in physics lessons in high school. The purpose of this research paper is to justify the feasibility of integrating digital laboratories into the physics curriculum, which allows for its modernization through the integration of science, technology, engineering and mathematics. The study's methodological foundation is based on the active learning concept developed by D. Sokoloff, R. Thornton and P. Laws. According to it, the active nature of learning physics using the Vernier digital laboratory is ensured by the ability to conduct real, high-precision, and multiple measurements of various physical quantities, analyze the obtained data, visualize them as graphs or charts, and interactively adjust and generalize the results of the experiment. The main advantages and disadvantages of using this innovative learning tool have been analyzed, and its compliance with safety, accessibility and adaptability requirements has been determined. The content of implementing the scientific, technological, engineering and mathematical aspects of STEM education through the methodology of using the Vernier digital laboratory in physics lessons has been explored. An example of a tentative lesson plan for a physics class using the Vernier digital laboratory is provided. Based on the conducted research and the practice of using the Vernier digital laboratory in middle school physics lessons, it has been concluded that it has significant and comprehensive educational potential as an innovative tool for implementing STEM education principles.

INTEGRATION OF DIGITAL FABRICATION LABORATORIES AND COMPUTATIONAL DESIGN INTO THE ARCHITECTURE CURRICULUM IN TÜRKİYE

The discipline of architecture undergoes transformation practically, cognitively, and pedagogically due to the widespread use of digital design and fabrication technologies in design processes. This paper aims to eluctade the integration of digital fabrication and computational design with architectural design education at undergraduate level. For this purpose, this study examined the undergraduate course contents and spatial conditions of leading universities with digital fabrication laboratories under three headings: digital design, digital fabrication, and spatial reflections. In addition, this research applied semi-structured interviews with the relevant faculty members of three universities that have robotic tools to obtain more detailed information about their pedagogical approaches. According to this study, the curriculum and laboratories are rapidly changing. As a result, architecture departments are expanding their facilities by building laboratories and tools that have the potential for architectural education to fill the gap between practice and theory. However, there are economic limitations to implementing digital fabrication technologies in terms of the tools and materials used by hundreds of students. This research discusses the requirements, potentials, and limitations of theoretical and practical training through digital fabrication tools that should be included in these courses in the curriculum.

Transmitting stories of the longest revolution. Notes from Italy

ABSTRACT Building on a digitally mediated autoethnography within a contemporary Italian feminist movement, the paper analyses the transformations of feminist media practices in Italy since the start of the 20th century. If during the 1960s and 1970s Italian feminism reached its higher visibility as one of the largest in Europe, since the 1980s, it continued to operate in submerged ways through the creation of feminist bookshops, publishing companies, women’s archives and centres while engaging with practices, ideologies and texts that were circulating transnationally. Since the early 1990s Italian feminist groups started engaging with digital technologies, creating new virtual spaces of dialogue, an autonomous internet service provider, an alternative search engine, digital literacy programmes and practical laboratories. Over the past two decades, the online space became the privileged sphere for activists to challenge the hegemonic gender discourse, debate topics otherwise suppressed or misrepresented by traditional media and create a record of struggle. Expanding from a conceptualization of feminist activism as a process of transit, in this paper, I analyse how feminist media practices gradually transformed, shaped by historical and contextual specificities.

Gender Differences in Teamwork and Leadership within Virtual Engineering Laboratories

AbstractTo adapt to changes in digital transformation and related Learning and Working 4.0, laboratories in engineering education must leap forward and employ well‐thought‐out pedagogical designs. This includes digital laboratories that in return change social dynamics and interaction patterns of students. This contribution takes the first step of examining gender‐specific teamwork and leadership of groups conducting a digital laboratory in fluid mechanics. Self and external evaluation of perceived teamwork of team members (TMs) and leaders (TLs) was analyzed. Furthermore, possibilities for improvements were evaluated. A mixed‐methods analysis was performed with respect to gender and role to assess whether differences occur. Conclusions show considerable homogeneity between genders and roles and identify communication as most important point of improvement.

Strategi Kepala Madrasah dalam Mengembangkan Madrasah Go-Digital di Man Kota Batu

The digital era has become one of the challenges for the world of education. This is because almost all life is related to digital, so education, including teachers and students, must also be able to make good use of digital. Likewise with schools, where with digital schools will be more visible so that teachers and students will also develop. This is where the research on the importance of madrasas that go digital lies. The research method used is qualitative. The results obtained include: 1) The digital-based MAN Batu departs from three things, namely orientation to modern educators and students, the quality of education in accordance with the times, and the community's appreciation and expectations for madrasah graduates, especially in MAN Batu. 2) The principal's strategy for madrasas has three important things, including: first, having a reference source for schools and digital madrasas. In this case, what is the focus is the introduction and examples of modern schools that have currently made improvements and developments to the digital world. So that MAN Batu emulates them, including domestic and foreign. Second, human resource management related to learning, in this case 1 semester 1 application training is carried out with the aim that teachers can understand well related to the application so that it can be used. These applications are for example Flipbook, Macro Media, E-learning etc. Third, the management of facilities and infrastructure in madrasas. This is indeed the priority is that the physical facilities after that will be carried out to digital facilities. Where the development includes digital libraries, digital laboratories, digital learning, websites and also correspondence that can be done digitally or online.

Digital Health Education for the Future: The SaNuRN (Santé Numérique Rouen-Nice) Consortium's Journey.

SaNuRN is a five-year project by the University of Rouen Normandy (URN) and the Côte d’Azur University (CAU) consortium to optimize digital health education for medical and paramedical students, professionals, and administrators. The project includes a skills framework, training modules, and teaching resources. In 2027, SaNuRN is expected to train a significant portion of the 400,000 health and paramedical professions students at the French national level. Our purpose is to give a synopsis of the SaNuRN initiative, emphasizing its novel educational methods and how they will enhance the delivery of digital health education. Our goals include showcasing SaNuRN as a comprehensive program consisting of a proficiency framework, instructional modules, and educational materials and explaining how SaNuRN is implemented in the participating academic institutions. SaNuRN is a project aimed at educating and training health-related and paramedics students in digital health. The project results from a cooperative effort between URN and CAU, covering four French departments. The project is based on the French National Referential on Digital Health (FNRDH), which defines the skills and competencies to be acquired and validated by every student in the health, paramedical, and social professions curricula. The SaNuRN team is currently adapting the existing URN and CAU syllabi to FNRDH and developing short-duration video capsules of 20 to 30 minutes to teach all the relevant material. The project aims to ensure that the largest student population earns the necessary skills, and it has developed a two-tier system involving facilitators who will enable the efficient expansion of the project’s educational outreach and support the students in learning the needed material efficiently. With a focus on real-world scenarios and innovative teaching activities integrating telemedicine devices and virtual professionals, SaNuRN is committed to enabling continuous learning for healthcare professionals in clinical practice. The SaNuRN team introduced new ways of evaluating healthcare professionals by shifting from a knowledge-based to a competencies-based evaluation, aligning with the Miller teaching pyramid and using the Objective Structured Clinical Examination and Script Concordance Test in digital health education. Drawing on the expertise of URN, CAU, and their public health and digital research laboratories and partners, the SaNuRN project represents a platform for continuous innovation, including telemedicine training and living labs with virtual and interactive professional activities. The SaNuRN project provides a comprehensive, personalized 30-hour training package for health and paramedical students, addressing all 70 FNRDH competencies. The program is enhanced using AI and NLP to create virtual patients and professionals for digital healthcare simulation. SaNuRN teaching materials are open-access. The project collaborates with academic institutions worldwide to develop educational material in digital health in English and multilingual formats. SaNuRN offers a practical and persuasive training approach to meet the current digital health education requirements.

Организация проектно-исследовательской деятельности обучающихся по биологии с использованием оборудования центра «Точка роста»

This article is devoted to the issues of expediency and efficiency of using digital equipment of the "Tochka Rosta" centers in the process of organizing project and research activities for students using the example of studying Biology. It is shown that project activity is the dominant model for solving problems of biological education at the present time. A review of sources devoted to certain aspects of the organization of design and research activities of school children is carried out. The attitude of teachers to the place and role of project and research activities of students in the educational process is studied. The basic concepts and characteristics of digital laboratories are considered. Examples of design and research tasks in Biology, Zoology and Physiology, which can be performed using digital resources, are given.

IT vertical: concept and implementation of studying information technologies in basic school

The article presents a description of the concept and model for the study of information technologies at the level of basic general education in the context of the implementation of the Federal State Educational Standards. Based on the example of the implementation of the project in grades VII—IX of general education organizations in Moscow, the content of the educational trajectory of a teenager is revealed, taking into account the request for early profiling in the field of "Informatics and information technologies". Features of the educational trajectory are implemented through a special bilingual programming course, new content of the course of technology (with the inclusion of special sections on mechatronics, technologies for creating digital twins, electronics and circuit design) and an ecosystem of extracurricular activities courses in forms specific to software developers. A feature of studying informatics and physics at an advanced level is the presence of interdisciplinary cases using digital laboratories. Mechanisms and tools for integrating specialized knowledge on current issues in the IT industry into the educational program are presented. A special place is occupied by the issues of creating the necessary infrastructure for the implementation of the project: material and technical base, personnel training and methodological support of the project. The unique functional and didactic capabilities of digital tools for active immersion of schoolchildren in the process of mastering the content of the educational program are presented. Examples of author's assignments are given for developing the skills of schoolchildren, diagnosing and monitoring acquired knowledge.

CHANGE IN THE TRAINING MODE OF EXCELLENT ENGINEERS

This paper presents the training process for engineers with the possibility of the prospective engineergraduating from one training institution and moving to another to acquire better skills. Engineers are categorized into researchers and general engineers. Different institutional models for the training of engineers in some countries are highlighted and compared, also different training modes (both passive and active) are indicated and their effectiveness discussed. The paper notes that there is need to change the training mode to active learning mode typically project-based learning and problem-based learning that engage students and make them to be innovative and creative. Both project-based learning and problem-based learning are based on self direction, collaboration and multidisciplinary orientation. The paper emphasizes that changing the training mode is not sufficient to produce excellent engineers but other components of knowledge acquisition resources (human and non-human) are required to be adequate. For example, it is important to reworkthe curriculum to include substantial humanities that equip graduate with soft skills to complement the hard skills provided by engineering discipline. The teachers also must have relevant competence and skills to effectively impart knowledge to the learners and the learners must have the capacity to acquire knowledge. The new normal arising from the emergence of Covid-19 pandemic has necessitated the need to migrate to innovative online training mode as an alternative to face-to-face or in-place training even for courses with laboratory components without facilities for digital and remote laboratories. Proactive funding mechanism must be put in place to make available digital and remote laboratories that will replace laboratories so that the undergraduate will have access to acquisition of knowledge in the relevant practicals. The government must also provides enabling environment for learning. When all these ingredients are adequately provided, change in the training mode will produce excellent engineers.

Enabling children’s genuine participation in digital design and fabrication: instructors’ perspective

Digital fabrication laboratories (Fab Labs) are accessible to the public, including children and families. However, a variety of technical skills, tools, and expertise are needed in these spaces, and Fab Lab staff—instructors working there—are in a key role in helping Fab Lab users. There is, however, a lack of research on how these instructors can inspire children's genuine participation in Fab Labs. We analyze the challenges faced by four instructors during two months of Fab Lab workshops with 7–12-year-old children. The children worked in child-only or child-parent groups on informal digital design and fabrication activities. Based on genuine participation principles derived from the literature, we designed our workshops, which included the creation of instructor guideline. At the end, we developed a post-workshop framework in which the instructors provided feedback about their performance and experiences. We provide recommendations to help instructors support children's genuine participation in digital design and fabrication.

Retrosynthesis prediction with an interpretable deep-learning framework based on molecular assembly tasks

Automating retrosynthesis with artificial intelligence expedites organic chemistry research in digital laboratories. However, most existing deep-learning approaches are hard to explain, like a “black box” with few insights. Here, we propose RetroExplainer, formulizing the retrosynthesis task into a molecular assembly process, containing several retrosynthetic actions guided by deep learning. To guarantee a robust performance of our model, we propose three units: a multi-sense and multi-scale Graph Transformer, structure-aware contrastive learning, and dynamic adaptive multi-task learning. The results on 12 large-scale benchmark datasets demonstrate the effectiveness of RetroExplainer, which outperforms the state-of-the-art single-step retrosynthesis approaches. In addition, the molecular assembly process renders our model with good interpretability, allowing for transparent decision-making and quantitative attribution. When extended to multi-step retrosynthesis planning, RetroExplainer has identified 101 pathways, in which 86.9% of the single reactions correspond to those already reported in the literature. As a result, RetroExplainer is expected to offer valuable insights for reliable, high-throughput, and high-quality organic synthesis in drug development.

CARTILHA INFORMATIVA: gestão de resíduos para laboratórios de fabricação digital

The maker culture, also known as “do it yourself”, emerged in the 70s, but in the last decade with the emergence of new technologies, digital fabrication spaces have increased increasingly. The idea of FabLab, digital fabrication laboratories, makes tangible a project, an idea, this movement that is already taking place in many countries and allows many people to create, share, and become protagonists of a small-scale manufacturing process FabLabs as design and materialization spaces generate a lot of waste due to the manufacturing processes and the various materials involved in the construction of models, prototypes and products, and their generation and disposal of waste. This article shows a documentary research on the problem of garbage, the case study in the survey of waste from a FabLab and as a result proposes a booklet with some measures to minimize the environmental impact and the generation of waste.

Improving Competence Trough Virtual Digital Engineering Laboratories with Mobile Virtual Reality

This study aims to describe the use of virtual digital engineering laboratories to raise student proficiency in vocational high schools (VHS). Virtual reality technology was used in virtual laboratories to improve students’ learning experiences. This study's methodology was quantitative. Using virtual digital engineering laboratories, student work was compared before and after to evaluate whether there had been an improvement in their level of competency. Each school's average student grade improved when compared to before adopting a virtual digital engineering laboratory. The findings of this study showed an improvement in the scores at each of the three schools where data was gathered. With a total of 15 students, State VHS 2 Yogyakarta saw a rise in scores from 2.56 to 6.37, and the number of students with scores above 70 increased from 0 to 11 at first. In contrast, State VHS 2 Depok, which had 32 students, had an increase in scores from 5.26 to 8.01 and a jump from 7 to 28 in the proportion of students who received a score of at least 70. In contrast, the number of students with scores above 70 increased from 10 to 23, and the scores in State VHS 2 Wonogiri increased from 6.34 to 8.26 out of a total of 31 students.

Examining the UTAUT Framework in Understanding the Perception-Intention Dynamics of Accounting Information Systems in the Age of Industry 4.0

Purpose: This research investigates the relationship between students' perceptions of a digital accounting laboratory and their intention to utilize it. This research is conducted in response to the challenges and opportunities posed by the Fourth Industrial Revolution and the Digital Economy.Method: The study adopts the Unified Theory of Acceptance and Use of Technology (UTAUT) to understand and explain the factors influencing students' intention to use the Digital Accounting Laboratory. Data were collected from students in the Department of Accounting at the Faculty of Economics and analyzed using SEM-PLS statistical method.Findings: The research findings indicate that students' intention to utilize the Digital Accounting Laboratory for project-based learning, to enhance their competency in digital accounting during the era of the Industrial Revolution 4.0 and the Digital Economy is significantly high. The intention is positively influenced by performance expectations, effort expectancy, social influences, and facilitating conditions. Furthermore, the use of Digital Accounting Laboratories contributes to improving students' competence in digital accounting, aligning with the needs of business entities in the Industrial Revolution 4.0 era and the Digital Economy.Novelty: This research contributes to the field by providing insights into developing and utilizing digital technologies in accounting education. Establishing a Digital Accounting Laboratory and its positive impact on students' intention and competence in digital accounting offer new perspectives for adapting to the challenges and opportunities of the Industrial Revolution 4.0 and the Digital Economy.

DIGITAL COMPLEX “PULSELAB” FOR PRACTICAL WORK TO STUDY THE BASICS OF GEOPHYSICS

The article discusses a special software package that represents a series of automated educational programs aimed at improving quality of teaching and learning in the field of geophysics. The subject of the research is the laws of propagation of physical fields used in geophysical science. The aim of the research is to develop a series of laboratory and practical activities on geophysical methods in order to show the processes of physical field propagation in the geological environment, to students. The research was also focused on a review of the global experience in using digital (virtual) laboratories in educational practice for teaching natural and engineering sciences, particularly, in geophysics. As a result of the review of the data on geophysics, we have developed algorithms for calculating and visualizing the processes of physical field propagation. These algorithms were developed for such sections of geophysics as seismic exploration, seismology, electrical-, magnetic- and gravity exploration. Ultimately, the algorithms have enabled implementing of a platform on which laboratory units which incorporate such sections as seismic exploration and seismology. The analysis of the students’ feedback confirmed effectiveness of the program, contributing to the development of critical thinking skills, self-discipline, and responsibility. Conclusions of the article emphasize the importance of implementing such innovative approaches to traditional format of learning in view of improving its quality and meeting nowadays requirements.

Early Stages of the Fablab Movement: A New Path for an Open Innovation Model

FabLabs, also known as digital fabrication laboratories, are a groundbreaking phenomenon that is contributing to the democratization of innovation and technology. Despite their potential influence, this emerging area has received little attention in the literature. This paper examines the initial stages of the FabLab movement using a mixed-sequential exploratory methodology. Qualitative methodologies were employed to identify relevant dimensions and establish research hypotheses, while quantitative methodologies were used to evaluate and validate these hypotheses and generate a predictive model for the innovation process through binary logistic regression. The information obtained through the participation of 124 laboratories in the online FabLab Global Survey was used. The results indicate that collaborations with large companies and a majority focus on research in FabLab projects promote the development of innovative projects compared to those laboratories affiliated with educational institutions or primarily used by students.

Study on the standard components of digital forensics laboratory

Recently, digital forensics has become increasingly important as it is used by investigation agencies, corporate, and private sector. To supplement the limitations of evidence capacity and be recognized in court, it is essential to establish an environment that ensures the integrity of the entire process ranging from collecting and analyzing to submitting digital evidence to court. In this study, common elements were extracted by comparing and analyzing ISO/IEC 17025, 27001 standards and Interpol and Council of Europe (CoE) guidelines to derive the necessary components for building a digital forensic laboratory. Subsequently, based on 21 digital forensic experts in the field, Delphi survey and verifications were conducted in three rounds. As a result, 40 components from seven areas were derived. The research results are based on the establishment, operation, management, and authentication of a digital forensics laboratory suitable for the domestic environment, with added credibility through collection of the opinions of 21 experts in the field of digital forensics in Korea. This study can be referred to in establishing digital forensic laboratories in national, public, and private digital forensic organizations as well as for employing as competency measurement criteria in courts to evaluate the reliability of the analysis results.

ОРГАНІЗАЦІЙНО-МЕТОДИЧНІ ОСОБЛИВОСТІ РЕАЛІЗАЦІЇ ДИСТАНЦІЙНОГО НАВЧАННЯ ФІЗИКИ В ЗАКЛАДАХ ВИЩОЇ ОСВІТИ

The article actualizes the problem of organizational and methodological support for distance learning in Physics. Organizational, regulatory, technological, software and methodological features of its implementation in Higher Education Institutions are determined. The article summarizes the experience and analyses the features of organizing distance learning in Higher Education as an effective tool for supporting the Educational Process in Physics and ensuring free access of applicants to high-quality educational services in conditions of unpredictable impacts. Attention is focused on the need to improve the techniques and methods of organizing independent work of students in the process of distance learning Physics, the formation of practical skills and abilities in them, the development of digital literacy as an important component of self-educational and professional competence, stimulating the cognitive activity of applicants, monitoring and evaluating academic achievements during online training. It is noted about the trends in the development of educational and methodological support for the educational process in Physics in the conditions of distance learning in fully functional didactic kits and complexes that combine traditional teaching tools, electronic educational resources, and digital laboratories. It is noted about the expediency of purposeful improvement of information and communication competence of teachers, the formation of their readiness for a qualitative transformation of the methodology, methods and forms of organizing the educational process in new conditions, improving the systematic training of scientific and pedagogical workers for the introduction of distance education, expanding the practice of international internships in order to obtain skills in the effective use of modern means of supporting distance learning.

ДИЗАЙН ОЦІНЮВАННЯ НА ОСНОВІ ТЕОРІЇ КОНСТРУКТИВНОГО УЗГОДЖЕННЯ

The article actualizes the problem of organizational and methodological support for distance learning in Physics. Organizational, regulatory, technological, software and methodological features of its implementation in Higher Education Institutions are determined. The article summarizes the experience and analyses the features of organizing distance learning in Higher Education as an effective tool for supporting the Educational Process in Physics and ensuring free access of applicants to high-quality educational services in conditions of unpredictable impacts. Attention is focused on the need to improve the techniques and methods of organizing independent work of students in the process of distance learning Physics, the formation of practical skills and abilities in them, the development of digital literacy as an important component of self-educational and professional competence, stimulating the cognitive activity of applicants, monitoring and evaluating academic achievements during online training. It is noted about the trends in the development of educational and methodological support for the educational process in Physics in the conditions of distance learning in fully functional didactic kits and complexes that combine traditional teaching tools, electronic educational resources, and digital laboratories.