Hands-on Laboratory Experience Research Articles

A Cost-Effective and Simplified Integration of Simulations and Hands-on Experiments in the Teaching of Electronic Instrumentation and Measurement Laboratory Course

To develop students into effective engineers upon graduation, it is important to bridge the gap between theory and practice. This is achieved through hands-on laboratory experiments, which form an important part of engineering education especially electronic circuits-related courses within the undergraduate level of education. Hence, it is important to develop well-outlined laboratory experiments that reflect the theoretical part of a course. Equally important is comparing simulation and measurement data, to better appreciate the theory. This work presents integrated simulation and hands-on experiments in teaching electronic instrumentation and measurement laboratory course, using low-cost off-the-shelf components. A no-cost circuit simulator software (LTspice) and low-cost breadboard with readily available off-the-shelf circuit components can be used both at home (self-paced) and in the laboratory to motivate students and align results for an improved learning approach. The advantage of this integrated laboratory is that no specialized or expensive teaching kit is required, which improves accessibility and course delivery. In addition, based on the feedback received, students are satisfied with this simplified and low-cost integrated laboratory.

Advancing Chemical Education in Biotechnology Undergraduates: A Hands-On Laboratory Experiment to Teach the Lateral Flow Immunoassay for Biomarker Detection

Advancing Chemical Education in Biotechnology Undergraduates: A Hands-On Laboratory Experiment to Teach the Lateral Flow Immunoassay for Biomarker Detection

Computer simulation and hands-on labs: A case study of teaching robotics and AI

When teaching robotics, instructors face the challenge of finding an effective approach to bridge theoretical concepts and practical applications. Both computer simulations and hands-on laboratory experiments provide learners with opportunities for active, immersive, and experiential learning. As students progress from introductory to advanced topics and from theory to practice, their performance is contingent upon earlier knowledge and may increase, remain unchanged, or decrease. The question that arises is whether computer simulation can serve as a viable foundation for fostering an understanding of theory that enables the subsequent grasp of advanced practical concepts in robotics. Put another way, when students are introduced to the field of robotics through computer simulation, how will they perform when presented with advanced hands-on tasks involving the construction of physical robots to solve problems in physical space? To answer this question, we examined undergraduate student performance ( n = 107) across two robotics courses—an introductory course using computer simulation (Robot Operating System, Rviz, and GAZEBO) and an advanced course using physical hardware (Puzzlebot), leveraging the hardware's capability for AI tasks such as machine vision (Nvidia Jetson Nano development kit). Our findings suggest that student performance increased as they progressed from using computer simulation to engaging with hardware in the physical environment, further suggesting that teaching with computer simulations provides an adequate foundation to learn and complete more advanced tasks.

Impact of COVID-19 pandemic on accredited programs and graduates who sat for the American Society for Clinical Pathology Board of Certification examination: graduates' perspective.

Students in health profession education programs were severely affected by the COVID-19 pandemic at both didactic and clinical training levels. The purpose for this American Society for Clinical Pathology Board of Certification (ASCP BOC) study was to determine the impact of the COVID-19 pandemic on graduates. This study represents the perspectives of laboratory professional graduates who sat for the BOC certification in their respective professional disciplines. A survey was sent to all graduates from the National Accrediting Agency for Clinical Laboratory Science (NAACLS), Accrediting Bureau of Health Education Schools (ABHES), and Commission on Accreditation of Allied Health Education Programs (CAAHEP) accredited programs who sat for the ASCP BOC examination in 2020 and 2021 to determine the impact of COVID-19 on laboratory professional graduates during the pandemic. A total of 180 graduates responded to the survey. The majority of graduates indicated that at least 1 didactic program component was shifted to an online system during the pandemic and that both clinical and nonclinical student laboratories were affected. Although program completion for most graduates was not delayed, one-third of graduates delayed taking their respective BOC exam. Due to the lack of knowledge application through practical hands-on laboratory experience in their educational programs, graduates reported feeling a lack of readiness with regards to preparing for the national certification examination as well as for employment. The study results showed the pandemic greatly impacted the education experience and readiness for the ASCP BOC examinations for graduates. Factors such as the absence of in-person learning and hands-on experience-both crucial aspects in laboratory training-and the ripple effects as a result of the pandemic, such as job loss, financial constraints, and health concerns, contributed to the decreased quality of education for graduates.

Effect of Hands-on Laboratory Experiment and Demonstration Teaching Techniques on Rwandan Secondary School Students’ Academic Performance in Solutions and Titration

The main objective of this intervention study was to investigate the effect of three teaching approaches, namely the traditional teaching method (TTM), a teacher-based demonstration experiment (TBDE) and a student hands-on experiment (SHE), on students’ academic performance. A total number of 324 senior five students studying chemistry as one of the main subjects in their combinations were selected from four provinces and Kigali city in Rwanda. The data were collected using a chemistry achievement test comprising 30 multiple-choice questions. This test was administered before and after teaching intervention to measure the effect of the three teaching approaches on students’ academic performance of solutions and titration. The Kruskal–Wallis test indicated that both SHE and TBDE had a higher mean rank after the intervention than the TTM group. The post-hoc test showed a statistically significant difference in the mean score of TTM vs. TBDE, as well as TTM vs. SHE. However, there was no significant statistical difference between the SHE vs TBDE groups. The results indicate that providing laboratory experiments through SHE or TBDE approaches significantly improved students’ academic performance of solutions and titration. Chemistry teachers are advised to use laboratory experiments provided either through SHE or TBDE as an effective remedial tool that could improve students’ performance in solutions and titration.

Teaching Nutrient Cycling and Climate Change Concepts Using Excretion Experiments with Common Fish

Many high school students learn about nutrient cycling during biology, environmental science, and agriculture classes. These lessons often focus on soil and plants, and nutrient cycling is usually taught independently from climate change. Scientists know that animals, including fish, can have strong effects on nutrient cycling (i.e., nitrogen and phosphorus) in ecosystems. Additionally, research has shown that nitrogen and phosphorus excretion rates of animals increase with water temperatures. We worked with high school students to design and conduct nutrient excretion experiments using common fish (zebrafish) to explore the impact of climate change on nutrient cycling. This allowed students to have hands-on laboratory experience. In 2021, we worked with students participating in a residential summer program in Georgia. Meanwhile, in 2022, students enrolled in the local high school visited the university campus on two occasions to participate in the experiments, and we once again worked with students in Georgia. Students from all three groups showed an increased understanding of the role of animals in nutrient cycling and ways climate change may impact these processes, despite variable results from the excretion experiments. Students also showed increased understanding of science processes and were more likely to feel like part of the science community. We believe that these experiments can be done in high school classrooms to expand students’ understanding of the scientific process, nutrient cycling, and climate change.

Students' Perception of a Virtual Dissection Laboratory in Undergraduate Anatomy and Physiology of Speech and Hearing: A Focus Group Study.

Hands-on laboratory experience that allows for manipulation of realistic and relevant materials in course curricula has been shown to improve students' learning, understanding, and critical thinking skills. The purpose of this study was to gain insight into the experiences of students who engaged in laboratory coursework using a virtual dissection (VD) table as part of an undergraduate course in anatomy and physiology of speech and hearing. Undergraduate students enrolled in an anatomy and physiology of speech and hearing course at a single university for the fall 2021 semester consented to participate. Nine students, divided into two focus groups, were encouraged to describe their experiences and perspectives about the VD table and corresponding laboratory assignments. Following verbatim transcription of the data, the authors conducted a thematic analysis. Five themes emerged from the body of data: (1) using the VD table, (2) completing the VD lab assignments, (3) preparation for laboratory sessions, (4) suggested modifications, and (5) enriched learning. Students believed using the VD table aided in a better understanding of course material than traditional methods. Moreover, they surmised that this method of learning, particularly for speech-language pathologists, may be superior to learning through models and cadavers.

Constructing hands-on distance labs: the development and implementation of an Intelligent Learning Management System (ILMS-d) in undergraduate IoT courses

ABSTRACT Engineering education emphasizes experiential learning and laboratory experience, an approach which has faced significant challenges during the COVID-19 pandemic. The inability to conduct hands-on laboratory experiments in engineering courses can significantly impede the student's learning experience, as well as their acquisition and retention of knowledge. Hence, it is imperative that practical hands-on laboratory experiments be incorporated as a critical component of distance learning tools. While researchers have proposed multiple methods, the provision of practical hands-on laboratory experience without limitations of time or place remains a challenging issue. This study aimed to address this issue by developing an Intelligent Learning Management System (ILMS), the ILMS-d, to construct a hands-on distance laboratory for engineering courses. We investigated the effect of implementing the ILMS-d in IoT courses on students’ learning achievement and engineering problem-solving skills, and we assessed their acceptance of the proposed system. We found a significant positive effect on the learning achievement and engineering problem-solving skills of high, medium, and low achievers. In addition, students at all achievement levels responded positively to the usefulness and ease of use of the ILMS-d. Future research should incorporate different AI functions into the ILMS-d to construct more adaptive hands-on distance laboratories for students.

Empowering High School Girls in a University-Led STEM Summer Camp

Women are less likely to choose STEM educational programs, hold STEM degrees, or enter the STEM labor force. Several factors contribute to this including intrinsic psychological factors, external environmental variables, academic mindsets, and STEM attitudes. This paper discusses a 10-day long STEM camp aimed at engaging high school girls in authentic field-based environmental research. The goal of the camp is to foster and encourage interest in STEM fields through hands-on laboratory experiences, discussions with female scientists, field trips, and a broad range of research-focused authentic scientific activities. The descriptive research study used observational qualitative and quantitative data to better understand and improve the future of informal STEM experiences for high school-aged girls. Results of the study found that girls were more likely to see themselves in STEM fields and exposure to authentic scientific research, hands-on fieldwork, and final research presentations promoted self-efficacy and confidence in their ability to undertake university-level research. Finally, the camp provided a place to engage with other females through academic and social collaboration.

Design and Development of 3-Axis Benchtop CNC Milling Machine for Educational Purpose

The main factor in improving learning skills is providing students with hands-on laboratory experience, and the small-scale machine can accomplish academic programs requiring students tolearn machining skills. This paper aims to design and develop a 3-axis CNC milling machine with a PC-based open architecture controller in a vertical position open frame structure. Some technical specifications were randomly selected based on the capabilities of similarly sized machines reviewed in previous work. The designed machine consisted of inexpensive off-the-shelf hardware components capable of machining the sample block with high cutting speed and reasonable precision. The accepted percentage error of circular and straightness test readings is below the set requirements. This machine is not intended for series production and precise machining. It can still effectivelyreplace the high cost of commercial CNC machines and be used in any higher education institution offering technical courses.

The impact of a story on learning ketone body metabolism.

Biochemistry is a core subject in the cross-disciplinary training on Biotechnology engineering courses. Metabolic pathways teaching has traditionally integrated hands-on laboratory experiences and traditional lectures, which detail a large number of reactions at a molecular level, their enzymes and regulation. The current scenario of Covid-19 outbreak have motivated the development of complementary tools that expand the horizon of metabolism teaching. In this study, we employed a story-based methodology to strengthen the metabolic pathways learning and to measure students' perception. Specifically, a peer-reviewed tale describing the ketone body metabolism was used during five semesters as a didactic strategy to teach this biochemical process. A questionnaire assessed the students' understanding and acceptance of the methodology (n = 83). Our findings showed that a high proportion of students (83.13%) were able to relate the story to the topics studied in the classroom (ketogenesis and ketolysis). On the other hand, they were satisfied and suggested that such methodology is effective and fun. In summary, most of the survey responses related to acceptance of story-based strategy ranged from 72% to 97%. Collectively, these results indicated that the story is appropriate to decomplex pathways, becoming a simple tool for driving motivation, learning and engagement of students. The narrative represents a bridge to connect the intriguing series of chemical reactions involved in the anabolism and degradation of 3-hydroxybutyrate (3-OHB), acetoacetate, and acetone with previously learned knowledge, emotions, and key concepts. In conclusion, the tale was useful to decode ketone body-related pathways and making metabolism learning more interesting and easier.

Metode Pembelajaran Masa Kekhalifahan Abbasiyah

The purpose of this study is to find out the learning methods of the Abbasid Caliphate. The research method used is qualitative with a literacy study approach. The results show that the 'ilmiyyah learning method is directed to form a level or type of deep thinking, but it is not allowed to release the spirit of the teaching-learning process in the theme of creation, khashiyyah (characteristics of objects and potential for life), and utilization according to shara' law "axiological aspects". Regarding the techniques, it is obligatory to increase the atmosphere of thinking and linking with facts, such as hands-on practices and laboratory experiments. The format of education during the Abbasid Caliphate, whether formal (madrasas, Sufi dormitories), non-formal (halqahs in mosques or shaikhs' houses), or informal (home education) was part of the technique, so it was dynamic according to the situation and conditions surrounding it.

Optimization of the biochemical genetics laboratory rotation using a multidesign approach to curriculum

PurposeA biochemical genetics laboratory rotation is required for multiple genetics training programs. Traditionally, this rotation has been observational with experience being dependent upon cases released and availability of laboratory director(s), resulting in inconsistent learning opportunities. This curriculum was created to standardize the learning experience. MethodsThe revised rotation provides multiple teaching modalities including small group didactic sessions (flipped classroom model), case-based sessions, and hands-on laboratory experience. Trainees prepare a presentation (learning by teaching) and discuss the differential diagnosis, metabolic pathway, newborn screening, treatment, and molecular characteristics of the gene(s) implicated. Learner assessment is performed using pre- and post-tests, learner evaluations, and instructor feedback. ResultsPre- and post-test scores were significantly different (P < .001) for learners from all programs. Participants found the course to be effective, increased their learning, and allowed them to interact with metabolic testing results in helpful ways. Faculty appreciated the use of prerecorded lectures and additional time for in-depth teaching on interesting cases. ConclusionThe revised rotation has been well received by trainees and faculty. Interaction of learners with the laboratory staff was optimized by ensuring all parties were prepared to teach and learn. Future directions include expanding the program to include remote learners from other centers.

Laboratory Experiment on Emulsions: Study of the Effect of Osmotic Pressure on Double Emulsions Preparation

Double emulsions are ternary systems commonly used in several disciplines in areas such as food technology, applied chemistry, chemical engineering, materials science, pharmacology and environmental science. In several courses related to these areas, the implementation of laboratory experiment is required to strengthen the knowledge acquired by students during the theoretical lessons. However, it is difficult to find published practical experiments in this field. This work presents a four-hour hands-on laboratory experiment in which students can easily formulate and prepare water-in-oil-in-water double emulsions for vitamin B12 encapsulation. In this experiment, students can analyze the effect of the osmotic pressure produced by the addition of different NaCl concentrations in each aqueous phase, which could lead to the swelling and deswelling phenomena of the inner aqueous droplets and, therefore, affect the encapsulation efficiency of the formulated systems. The double emulsions are analyzed by the students in terms of size and encapsulation efficiency.

Hands-on Laboratory Experiments for Demonstrating Mixed Plastic Recycling

Plastic waste is a growing concern in recent years due to the massive increase in single-use plastic applications. Despite the ever-increasing amount of waste, recycling plastics is not a simple process due to difficulties in sorting, which results in significantly downgraded material properties. This hands-on lab experiment showcases the important knowledge steps in a typical recycling process, including waste collection, plastic separation and sorting methods, processing techniques, and characterization methods including scanning electron microscopy (SEM) and tensile testing. Additionally, this lab demonstrates the importance of miscibility between materials and provides evidence that small amounts of block copolymers (BCPs) can compatibilize immiscible mixed plastic waste, leading to enhanced material properties of recycled products. Through these engaging hands-on lessons, students can not only obtain a better understanding about the challenge and industrial solution of mixed plastic waste recycling, but also realize the importance for protecting environments through waste management.

Fostering Community and Inclusion in a Team-Based Hybrid Bioengineering Lab Course

As cornerstones of biomedical engineering and bioengineering undergraduate programs, hands-on laboratory experiences promote key skill development and student engagement. Lab courses often involve team-based activities and close communication with instructors, allowing students to build connection and community. Necessitated by the pandemic, changes to class delivery format presented unprecedented challenges to student inclusion and engagement, especially for students from underrepresented minority backgrounds. Here, we present a multi-faceted approach for fostering inclusion and community-building in a hybrid bioengineering laboratory course. A basis for this project was an approach for team-based project work which allowed students to have hands-on experience in the lab and collaborate extensively with peers, while abiding by social distancing guidelines. Members of each student team worked together remotely and synchronously on a project. One team member executed the hands-on portion of each lab activity and the remote student(s) engaged in the project via online communication. The hybrid lab course was supplemented with interventions to further promote inclusivity and community, including instructor modeling on inclusion, team-based course content, attention to lab session logistics, and instructor communication. Students responded positively, as indicated by the median ratings in course evaluations for the four lab sections in the following categories concerning course climate (using a 5.0 scale): their overall comfort with the climate of the course (4.8 to 5.0), feeling valued and respected by lab instructor (4.8 to 5.0) and their peers (4.8 to 5.0), peers helping each other succeed in the course (4.5 to 5.0), and the degree to which the experience in the course contributed to their sense of belonging in engineering (4.2 to 5.0). When asked to describe aspects of the class that contributed to inclusivity towards differences, students cited a collaborative environment, course content on implicit bias and inclusivity, and an approachable teaching team. Overall, our approach was effective in fostering a sense of community and inclusion. We anticipate many of these initiatives can transcend instructional format to positively impact future lab course offerings, irrespective of modality.Supplementary InformationThe online version contains supplementary material available at 10.1007/s43683-022-00081-4.

Review of Hands-On Laboratory Experiments Employing Household Supplies

The possibility of conducting laboratory experiments at home without using commercially available kits, which might also be overly expensive, seems to be a suitable approach for a distance chemistry laboratory. Thus, several hands-on experiments with household supplies have been developed aiming at fostering students’ laboratory competencies, as in a face-to-face chemistry laboratory course. This paper presents a scoping review mapping this type of experiments and identifying their characteristics to guide chemistry educators in using them with a more effective manner. The review includes the publications that have appeared as full-length articles in scientific journals during the period 1992–2021.

Lab-Tec@Home: A Cost-Effective Kit for Online Control Engineering Education

It is widely recognized that a hands-on laboratory experience is useful in control engineering education. Herein, the students overcome the main gaps between theoretical knowledge and experimental setups. Nowadays, in times of crisis due to the COVID-19 pandemic, virtual and remote laboratories are emerging as primary educational resources. However, in virtual labs, the students are not exposed to real life issues (i.e., equipment problems, noise, etc.) while in remote labs, communication and connectivity problems arise (i.e., network security, synchronization management, internet speed, etc.). Henceforth, this work presents an unpublished educational project named Lab-Tec@Home, and the aim of this research is to expand the access of hands-on control education at the undergraduate level. Here, students easily assemble a cost-effective laboratory kit at home and use it on their own computing devices connected with the external MATLAB/SimulinkTM application. Thus, students can test and validate theoretical concepts of control engineering such as: system model identification, and PID control design and test. The assessment results show that the proposed educational project enhances the learning experience and has outstanding positive feedback of more than 290 students who undertook massive flexible digital courses at Tecnologico de Monterrey. This makes the proposed educational project mainly suitable for control engineering courses.

Implementation of a Socially Distanced In-Person Laboratory Experience Across the Chemistry Curriculum during the COVID-19 Pandemic at a Small, Liberal Arts University

The COVID-19 pandemic resulted in the mass shutdown of universities across the United States in the spring of 2020. As the pandemic progressed, regional regulations resulted in a broad range of teaching modalities for the 2020-2021 academic year. While some regions remained tightly locked down (resulting in online-only instruction), others allowed limited or full campus operations within higher education. Located in Spokane, WA, Whitworth University is a small, liberal arts university which was allowed limited operations under a socially distanced model. While the pandemic resulted in some obvious campus changes (for example, masks were required on campus), more subtle changes were required at the curricular level. Adopting a flex model where students and faculty were allowed the option to participate online only while in-person classes were offered, Whitworth maintained in-person education through the 2020-2021 academic year. This FLEX model presented specific difficulties to laboratory courses due to social distancing restrictions. In this work, we describe five models developed in the Whitworth University Department of Chemistry toward teaching laboratories in a socially distanced manner with reduced room capacity. The primary modes of instruction were (1) a reduction of in-person laboratory time so that only half of the students were working in the laboratory at any given time, (2) an alternating weeks model where students came to the laboratory every other week and performed online laboratory experiences in the off weeks, (3) a split room model where one faculty member oversaw two laboratory spaces containing one-half of the normal number of students, (4) a higher number of smaller lab sections where social distancing could be maintained, and (5) a hybrid technique utilizing several of these concepts dependent upon the learning outcomes of the laboratory procedure each week. Benefits and challenges for each model are described by faculty herein. End-of-semester student course evaluation scores provide a comparison of student perceptions of learning outcomes and experiences in the laboratory in the various models. In addition, grade point averages were compared to prior years. Finally, departmental leadership provides insight on the administrative challenges of implementing these course models. Statistically, the models presented no significant change in student perceptions of learning or grade point averages for most courses regardless of the model when compared to prior offerings of these courses. Overall, the implementation of these protocols allowed students hands-on laboratory experiences with a minimal impact on the curriculum presented. ©

Using Virtual Laboratory Environment for Science Education in Different Educational Settings

Although hands-on laboratory experiments have been traditionally used in education, virtual laboratories have become popular in science courses due to their specific features. In this study, we asked for the students’ opinion on using a 3D desktop-based virtual reality biology lab in two different educational settings, upper secondary education (Lyceum) and University. Our findings indicate that both Lyceum and University students found the use of the virtual laboratory interesting, when learning and practicing on the use of an optical microscope. According to the students’ answers in a specially designed Likert-style questionnaire, this virtual reality-based learning experience was rather satisfactory, helped them easily understand the new topic of microscopy and filled them with confidence regarding their capability to conduct the specific microscopy experiment in a real biology lab. These results, combined with similar findings from other studies, suggest that virtual environments are viewed favourably by students and could be used supplementary to traditional teaching methods applied in hands-on laboratories in different educational settings.