Laboratory Learning Environment Research Articles

Methodological Rigor in Laboratory Education Research

Despite the growing number of published studies on student learning in the laboratory, there is a critical need to improve methodological rigor. Resonating with discussions on research methods, this paper outlines the importance of theory-informed research questions, the minimization of researcher and participant biases, and the use of triangulation and iteration in data collection to establish rigor. An illustrative case is presented within the context of a large interdisciplinary research project aimed at improving laboratory learning at the university level. The project incorporates two research avenues: one focusing on student and faculty perspectives, and the other on a comprehensive assessment of multidimensional learning in the laboratory. The project employs a mixed methods paradigm and is grounded in a conceptual framework that conceptualizes laboratory work as epistemic practice, requiring a holistic analysis of student learning. The article concludes by discussing the results and implications of the project’s findings, which are synthesized to highlight aspects of establishing methodological rigor. The overarching goal is to develop a comprehensive assessment instrument that captures the complexity and richness of the laboratory learning environment. The findings from this research are expected to contribute to the advancement of laboratory education research by providing a model for methodological rigor that can be applied across various scientific and interdisciplinary contexts.

Implementing EDIA: Building belonging into the laboratory learning environment

Implementing EDIA: Building belonging into the laboratory learning environment

The Effect of Augmented Reality (AR) Supported Teaching Activities on Academic Success and Motivation to Learn Nuclear Physics among High School Pupils

The research aimed to investigate the impact of Augmented Reality (AR) supported teaching activities on pupils’ academic success and motivation to learn physics, and their attitudes towards AR applications. The study focused on the “Nuclear Physics” unit in high school physics courses and employed the “Solomon Four Group Model” to control both internal and external validity. The study involved 120 pupils from two different schools, with two experimental and two control groups randomly assigned. First experimental group and first control groups completed pre-test and post-test assessments, while the second experimental group and second control groups only completed the post-test. Over a nine-week period, the experimental groups were taught using mobile AR applications, while the control groups followed the curriculum’s planned activities. The data collection tools included the “Nuclear Physics Success Test” and the “Pupils’ Motivation to Physics Learning” scale. Novelty of the research is about comparing and contrasting virtual laboratory learning environments with augmented reality learning environments. The research findings indicated that teaching with AR applications had a significant impact on pupils’ academic success to learning physics. This suggests that teaching with AR applications is an effective educational approach to enhancing physics education among 11th-grade pupils. Despite the fact that virtual laboratories and augmented reality are both innovative technologies with the potential to enhance learning experiences, experimental research suggests augmented reality is more effective in developing pupils’ critical thinking skills in high school physics lessons than virtual laboratories.

Science Laboratory Learning Environment and Students’ Practices on Laboratory Safety

This paper aims to identify the significant relationship between the science laboratory learning environment and students’ practices on laboratory safety for education students who took at least one subject or course with laboratory unit in face-to-face classes. The data from this study came from 201 education students, collected through an online survey using Google Forms. The non-experimental descriptive correlational design, census approach was used to select the study participants, and standardised questionnaires were also utilised. The weighted mean, standard deviation, Pearson product-moment correlation design, and linear regression analysis were employed as statistical techniques. The study found that the science laboratory learning environment is at a very high level. Meanwhile, the students’ practices on laboratory safety, especially emergency response plans, work procedures, and chemical waste management, are at a very high level, while safety equipment and handling of experiments are observed at a high level. The results also showed a significant relationship between the science laboratory learning environment and students’ practices on laboratory safety. The domain of science laboratory learning environment that significantly predicts students’ practices is the material environment. The result implied that the institution may provide and maintain a conducive laboratory learning environment, which is essential for students to perform laboratory safety, enhance the handling of experiments, and upgrade the safety equipment in the science laboratory.

Virtual Laboratory Learning Environment: VLLE on Metaverse for University in Thailand

Virtual Laboratory Learning Environment: VLLE on Metaverse for University in Thailand

Redesigning Laboratory Learning for Undergraduate Science Students: A Cross-Canadian Student Perspective

In Short Pressure to perform and fear of failing are known stressors for university students, and in rigid or unsupportive laboratory environments, these emotions are heightened (Hsu & Goldsmith, 2021). The COVID-19 pandemic has exacerbated the need for increased equity and accessibility in undergraduate laboratory learning environments. Accordingly, we have identified effective strategies to promote positive laboratory environments for undergraduate students based on our following experiences: laboratory bootcamps, worksheets/quizzes, point-of-view and animated videos, and postlaboratory responses.

Developing logical steps to integrate technical university students into the virtual reality laboratory learning environment

Virtual Reality (VR) has emerged as a groundbreaking tool in the realm of technical higher education, paving avenues for immersive and interactive learning experiences. Developed nations have capitalized on this technology, showcasing remarkable advancements in VR labs’ implementation. However, integrating such innovations in developing countries requires a distinct approach, taking into account their unique challenges. This article delves into the experiences of developed nations, elucidates the challenges faced by developing countries, and proposes a tailored roadmap to navigate the path to successful VR lab integration.

Predictors of Student Engagement in Science Learning: The Role of Science Laboratory Learning Environment and Science Learning Motivation

Student engagement is one of the indicators of a successful teaching and learning process. Many studies claim that student engagement is associated with the performance and achievement of students. In this study, the researchers aimed to determine the effects of science laboratory environments and science learning motivation towards student engagement in learning science among non-science students. 468 upper secondary non-science students in Sarawak were involved in this survey with the administration of three sets of questionnaires on science laboratory environment, science learning motivation and student engagement in science learning. Multiple regression was used to analyse the research questions. Both science laboratory learning environment (r = 0.523) and science learning motivation (r = 0.670) are found positively correlated to student engagement. The results also revealed that the science laboratory learning environment and science learning motivation are significant predictors of student engagement in learning science with R2 = 0.463. Specifically, student cohesiveness, open-endedness, integration and material environment in the science laboratory learning environment and all the dimensions of motivation predict student engagement in science learning. The findings suggest that educators, especially science teachers, should utilise the laboratory effectively and keep students motivated to ensure their active engagement in science learning.

Effects of Wearable Hybrid AR/VR Learning Material on High School Students’ Situational Interest, Engagement, and Learning Performance: the Case of a Physics Laboratory Learning Environment

Effects of Wearable Hybrid AR/VR Learning Material on High School Students’ Situational Interest, Engagement, and Learning Performance: the Case of a Physics Laboratory Learning Environment

Students' Perception of the Anatomy Educational Environment at Regional Medical Campuses (RMC) and Main Campus

IntroductionIn 2006, the Association of American Medical Colleges (AAMC) recommended to increase medical school enrollment to address an anticipated physician shortage in the future. To accommodate this increase, medical schools not only increased students enrolled at existing medical schools, but also opened new regional medical campuses (RMCs). However, the Liaison Committee on Medical Education (LCME) has standards for medical schools with more than one geographically separate campus; specifically, the curriculum should have comparable educational experiences, equivalent methods of assessment, and uniform graduation standards across all locations. Thus, RMCs have the unique task of maintaining an autonomous identity with their own strengths and resources, all the while remaining consistent and comparable to the central campus. Indiana University School of Medicine has eight RMCs and a main campus in Indianapolis. The first‐year Human Structure course integrates gross anatomy, histology, and embryology and utilizes identical learning objectives, assessment, and state‐wide pre‐recorded lectures. This instructional design leaves the local educational team, cohort of students (75% fewer students at RMCs), and the campus climate among the differences in learning environment. The goal of this study is to explore the differences in medical students’ perceptions of the anatomy environment at RMCs versus the central campus despite comparability in formal curriculum.MethodsThis IRB‐approved study used a modified version of the Dundee Ready Educational Environment Measure, that included a 40‐item Likert survey and six free response questions to gather more information about the medical education environment. First‐year medical students were recruited from three RMCs and main academic campus. A Mann Whitney U test was used to compare survey responses of participants at RMCs and main campus (α ≤ .05) and free responses comments were analyzed using thematic analysis.ResultsA total of 15 RMC (21%) and 12 main campus students (9%) completed the survey. Students at the main campus reported significantly lower scores on 10 items compared to RMC participants (p ≤ 0.035). These items related to stimulating learning, providing student‐centered instruction, offering constructive feedback, and having a relaxed laboratory learning environment. Thematic analysis of free responses was consistent with survey results and demonstrated that students at RMCs appreciate the smaller number of students which provides more opportunity for one‐on‐one instruction, support, and camaraderie among peers.DiscussionIn considering the learning experience of students, the contributions of factors beyond the formal curriculum need to be explored. Thus, the interaction of instructor and student, through empathy, support, communication, and the learning environment as a whole need to be considered and developed. Allowing the unique qualities and identities of the RMC and central campus to flourish can improve the learning environment while maintaining comparable curriculum standards.

EFFECTIVE BLENDED LEARNING IN HIGHER EDUCATION DURING COVID-19

The COVID-19 pandemic situation has impacted the entire education system, especially universities, and brought a new phase in education, “blended learning.” The objective of the research was to study the relationship of eight independent factors: e-learning environment, e-learning facilitation, e-learning materials, e-learning technical support, instructors’ personal attention, interaction with instructors, interaction with peer students, and laboratory learning environment, in the provision of effective blended learning in higher education during COVID-19 pandemic. Additionally, an extended relationship of gender and level of course with the effective blended learning was studied. A descriptive cross-sectional study was conducted with the students of higher education institutions in the Kingdom of Bahrain, and the Kingdom of Saudi Arabia, with a self-administered questionnaire aimed to learn the students’ perception of blended learning. All levels of undergraduate and postgraduate students took part in the study with a sample size of 1229. Ultimately, this study used a Structural Equation Modelling (SEM) approach to find the positive relationship between the effective blended learning and the eight independent variables and two mediating variables in the higher education sector. The study results portrayed a positive relationship between the eight independent variables and blended learning effectiveness in higher education institutions. The findings revealed that there is a difference in the students' perception of gender, level of the course, and the effectiveness of blended learning in the HEIs. The research offers guidance to governing bodies, administrators, and teachers of HEIs in decision-making and improves their actions to provide the best teaching and learning through blended learning. HEIs need to focus on the study results to enhance blended learning effectiveness based on e-learning environment, e-learning facilitation, e-learning materials, e-learning technical support, instructors’ personal attention, interaction with instructors, interaction with peer students, and laboratory learning environment. Also, since there is a significant difference between the gender, level of the course, and blended learning, providing blended learning based on gender and level of the course needs to be concentrated on by the higher education institutions.

Leveraging Collaborative Mobile Learning Instructional Pedagogy in The Era of COVID-19

One way of ensuring gender equality in science education is by mainstreaming gender components into the pedagogical delivery of science instruction. Thus, the researchers in this study designed a Gender Responsive Collaborative Learning Strategy (GR-CLS) based on Universal Design for Learning (UDL) principles. The effectiveness of this instructional paradigm on students' achievement and attitude was determined in a mixed factorial quasi-experimental research design study conducted in a virtual and hands-on laboratory learning environment. Multistage sampling technique was used to select a total sample of 218 secondary school students from same sex and mixed sex schools. The six hypotheses formulated in the study were tested using Means and Analysis of Covariance (ANCOVA). Empirical findings revealed a significant difference in the mean achievement and attitude scores of both male and female students who were exposed to GR-CLS under virtual and hands-on laboratory environment respectively compared to those who were not exposed to GR-CLS. These results indicate that GR-CLS is an effective pedagogical strategy for improving students' achievement and attitude regardless of gender. Nevertheless, it was discovered that GR-CLS leads to a significant improvement in the achievement of students from same sex schools over mixed sex schools. The study, therefore, recommends the adoption of GR-CLS by science teachers in the planning and implementation of science lessons to create equal opportunities for both male and female students to benefit maximally from learning activities carried out in the laboratory.

Impact of remote experimentation, interactivity and platform effectiveness on laboratory learning outcomes

Access and personalized instruction required for laboratory education can be highly compromised due to regulatory constraints in times such as COVID-19 pandemic or resource shortages at other times. This directly impacts the student engagement and immersion that are necessary for conceptual and procedural understanding for scientific experimentation. While online and remote laboratories have potential to address the aforementioned challenges, theoretical perspectives of laboratory learning outcomes are critical to enhance their impact and are sparsely examined in the literature. Using Transactional Distance Theory (TDT), this paper addresses the gap through a case study on Universal Testing Machine (UTM). By comparing physical (PL-UTM) and remotely triggerable (RT-UTM) laboratory platforms, the structure and interactions as per TDT are analysed. Characterization of interactivity between remote learners and instructors disclose indicative parameters that affect transactional distances and aid in conceptual understanding in remote laboratory learning environment. An extensive pedagogical study through development of two instruments towards assessing conceptual understanding and perception of platform effectiveness that was conducted both on physical laboratory and RT-UTM showed: (1) remote users conducted experiments 3 times more frequently (2) completed assignments in 30% less time and (3) had over 200% improvement in scores when RT-UTM platform was integrated into mainstream learning.

Analysis of student perceptions in the learning environment chemical laboratory

This study aims to analyze the perceptions of chemistry students towards the chemistry laboratory learning environment at Universitas Negeri Jakarta, by using instrument the Chemistry Laboratory Environment Inventory (CLEI). The sample used was 400 students of the Depart of Chemistry and Chemistry Education Universitas Negeri Jakarta. The research method used is a survey method using a questionaerie, laboratory observations and interviews with students. The survey results show the dimensions of student cohesiveness, open-endedness, integration, and students’ perception rule clarity is very good, only in the open-ended dimension and environment material resulting in a multitude of answers dominance never, rarely, and sometimes

Development of Gamified, Interactive, Low-Cost, Flexible Virtual Microbiology Labs That Promote Higher-Order Thinking during Pandemic Instruction.

The COVID-19 pandemic radically and without warning changed the laboratory learning environment for students and instructors. Students were faced with having to be receptive to new learning methods; instructors scrambled to devise innovative ways of providing a realistic lab experience for students. The demand for creative online teaching strategies and the expansion of gamified training platforms created an opportunity for the development of new and interactive lab experiences. Current online labs offer some elements of a “real” lab experience, but a system that incorporates all the tools needed to create a realistic, immersive lab environment has yet to be developed. This study examines using different gamification elements implemented in a PowerPoint-based platform. There was no cost associated with the virtual lab and it could be easily downloaded, increasing accessibility. In true gaming style, a student could “play” without restriction, without the limitations that accompany wet labs. Students were challenged with various scenarios throughout the lab, making choices and receiving feedback through the process. These features positively impacted student outcomes and improved engagement, as expressed in end-of-course evaluations. The implementation also stressed the need for further development of embedded assessments, competitive and interactive opportunities for students, and access to detailed learning analytics for instructors.

An Assessment Of Physics Laboratory Learning Environments, Teacher Interpersonal Behaviour And Their Association With Student s ' Attitude Towards Physics In Higher Secondary Schools of Jammu City

This study presents an assessment of the physics laboratory learning environments, teachers' interpersonal behaviour and students' attitudes towardsphysics at thehigher secondary level. Two widely used questionnaires, i.e. Science Laboratory Inventory (SLEI) and the Questionnaire on Teacher Interaction (QTI) along with an Attitude towards Science Scale was used to assess the perceptions of students about physics laboratory learning environments. The sample consisted of300 students taken from six higher secondary schools of Jammu city. The results of the study showed that students had positive perceptions about their physics laboratory learning environment. Students were found to be helpful, cooperative and supportive of each other in the laboratory classes. They rated their teachers in terms of exhibiting helpful and friendly behaviour, understanding of their needs and were giving freedom and responsibility in the classroom. Significant associations between student attitudes towards physics and physics laboratory learning environments were observed. Also, significant gender differences were found, and the results showed that female students felt that they were more cooperative, interested and encouraged in their physics laboratory classroom as compared to male students. No significant associations have been found to exist between teacher-student interactions and attitude towardsphysics.

Correlational Study of Student Perceptions of their Undergraduate Laboratory Environment with respect to Gender and Major

The science laboratory learning environment has been a distinctive area in science education since the 19th century. Unfortunately, students are generally not aware of what science instructors expect from laboratory experiences, and far too often, the undergraduate science laboratory curriculum lacks explicit, well-defined goals. Science instructors assume that they have created their laboratory curriculum in such a way as to reflect an ideal science instructional laboratory, but students may not recognize this. What previous studies do not indicate is the extent to which students understand the laboratory goals for instruction as intended by the instructors. This study, therefore, using a quantitative design, examined undergraduate science major (biology, chemistry, and physics) and non-major students’, and female and male perceptions of their science instructional laboratory with respect to instructors’ goals for the laboratory. Data was collected via the Student Perceptions of the College Instructional Laboratory Survey (SPCILS) at a Midwestern University in the USA. The findings suggest that, on the whole, students perceive their instructional labs much as intended by their instructors. Female and male students were just as likely to view their instructional laboratories as intended by the instructors. Moreover, the study found no differences between science majors and non-majors. This study provides baseline data for future qualitative studies about how major and gender might be impacting students’ laboratory experiences in ways beyond what was measured on this survey. Our research was done at a teaching-oriented, midsized university. It would thus be appropriate for similar investigations to be carried out at a research-oriented university.

Using gender responsive collaborative learning strategy to improve students achievement and attitude towards learning science in virtual and hands-on laboratory environment

One way of ensuring gender equality in science education is by mainstreaming gender components into the pedagogical delivery of science instruction. Thus, the researchers in this study designed a Gender Responsive Collaborative Learning Strategy (GR-CLS) based on Universal Design for Learning (UDL) principles. The effectiveness of this instructional paradigm on students’ achievement and attitude was determined in a mixed factorial quasi-experimental research design study conducted in a virtual and hands-on laboratory learning environment. Multistage sampling technique was used to select a total sample of 218 secondary school students from same sex and mixed sex schools. The six hypotheses formulated in the study were tested using Means and Analysis of Covariance (ANCOVA). Empirical findings revealed a significant difference in the mean achievement and attitude scores of both male and female students who were exposed to GR-CLS under virtual and hands-on laboratory environment respectively compared to those who were not exposed to GR-CLS. These results indicate that GR-CLS is an effective pedagogical strategy for improving students’ achievement and attitude regardless of gender. Nevertheless, it was discovered that GR-CLS leads to a significant improvement in the achievement of students from same sex schools over mixed sex schools. The study, therefore, recommends the adoption of GR-CLS by science teachers in the planning and implementation of science lessons to create equal opportunities for both male and female students to benefit maximally from learning activities carried out in the laboratory.

Pedagogy for Effective Learning of Clinical Skills: An Integrated Laboratory Model

Background and Purpose. The teaching, learning, and assessment of clinical skills is a critical component of entry-level physical therapy education. The intention of this article was to describe a successful model for teaching clinical skills in the context of the patient and client management model across the domains of physical therapist education with emphasis on motor learning principles, experiential learning, and clinical reasoning. Method/Model Description and Evaluation. The model describes a cohesive laboratory learning environment that integrates skills from the clinical science courses that coincide each semester. A laboratory director coordinates with faculty teaching clinical sciences in a given semester to ensure the necessary psychomotor content is included, creates experiential learning opportunities that integrate skills across content areas, and promotes clinical reasoning in the context of the patient and client management model. Success of this model was measured through student outcomes on skills competency tests (SCTs), Clinical Competence Performance Examinations (CCPEs), American Physical Therapy Association (APTA) Clinical Performance Instrument (CPI) benchmarks, and the National Physical Therapy Examination (NPTE). Outcomes. Each student passed SCTs administered during semesters 1–6 given a maximum of 3 trials. Every student passed the CCPE administered at the end of each semester in one of 3 trials except for one student in semester 6. Each student met expectations for performance as measured on the CPI for 4 clinical education experiences including entry-level performance for the final 2terminal experiences. All students were successful on the NPTE. Discussion and Conclusion. Implementation of this model has prepared students for authentic physical therapy practice by promoting integration of curriculum content and has fostered faculty collaboration. While initial student and curricular outcomes have been positive, assessment of the model is ongoing.

Evaluating the Impact of the Laboratory Learning Environment and Use of a Computer‐assisted Learning Resource on Anatomical Knowledge Recall among Undergraduate University Students

Developing lasting knowledge of human anatomy is foundational for students in the health sciences. Anatomy teaching methods are constantly adapting to achieve this goal, despite time and resource limitations. Interventions that target the laboratory environment, such as moving from dissection‐ to prosection‐based teaching or adding computer‐assisted learning resources, are widespread. However, the long‐term effect of such interventions on knowledge retention is not well understood. Accordingly, this study evaluated 1) the influence of the laboratory learning environment (dissection‐ versus prosection‐based) and 2) the impact of a curriculum‐targeted computer‐assisted learning resource on long‐term knowledge recall among non‐medical undergraduate human anatomy students at the University of Guelph. Participants reported their demographic information, approaches to learning in the course, and use of the computer‐assisted learning resource through a combination of online and written surveys. Knowledge recall was assessed through a written test of short‐answer questions administered three months after the course ended. The test included two low‐order questions and two high‐order questions (based on the Blooming Anatomy Tool), which were evaluated using the Structure of the Observed Learning Outcome Taxonomy to yield performance scores. The performance scores were compared between dissection‐ and prosection‐based groups, as well as between low‐ and high‐frequency users of the computer‐assisted learning resource with the Mann‐Whitney U test. Furthermore, multiple linear regression analyses were used to investigate the relationships between 1) the laboratory learning environment and performance and 2) use of the computer‐assisted learning resource and performance, while controlling for students’ approach to learning scores, final grades, and how recently they studied the material. The laboratory environment was not found to influence knowledge recall (p > 0.05). However, high‐frequency users of the computer‐assisted learning resource demonstrated stronger knowledge recall than low‐frequency users (p = 0.003) and use of the resource was strongly positively correlated with performance on high‐order questions (p = 0.014) when controlling for the aforementioned variables. Deep approaches to learning were positively associated with overall knowledge recall ability in both comparisons (p < 0.05). These findings suggest that the dissection‐ and prosection‐based laboratory teaching approaches at the University of Guelph offered equal opportunities for long‐term knowledge retention; however, using the resource more frequently and pursuing a deeper approach to learning in the course may help students develop stronger long‐term knowledge recall abilities. Therefore, supplemental computer‐assisted learning resources can be used as a low‐risk intervention to support cadaver‐based human anatomy education and promote long‐term knowledge retention.