Virtual Laboratory Research Articles

Didactic possibilities of scientific and educational LabXchange online platforms for genetics learning in the pedagogical ZVO

Aim. Highlight the possibilities of the scientific and educational platform LabXchange for distance learning of genetics for students of higher education in the specialties 014 Secondary Education (Biology and Human Health) and 091 Biology. Methods. Content analysis, survey, generalization. Results. LabXchange, an online educational platform created by scientists, provides users with free access to high-quality scientific education through a variety of online tools. LabXchange's Comprehensive General Genetics Curriculum for Higher Education Students includes content types that transform standard science material into engaging interactive visualizations that promote better understanding of complex concepts, provide the opportunity to conduct genetic experiments in virtual laboratories with state-of-the-art equipment, help personalize the learning process, making it interesting and accessible opens up new opportunities for developing critical thinking skills, creativity and independence. Conclusions. The LabXchange online scientific and educational platform is an innovative resource for the study of genetics for students of higher education, as it performs important didactic functions. The experience of its use by students of a pedagogical university is useful for the formation of their professional competences.

Applying problem-based learning to entrepreneurship education and innovation through an online laboratory

Applying problem-based learning to entrepreneurship education and innovation through an online laboratory

Virtual Social Labs – Requirements and Challenges for Effective Team Collaboration

In response to the challenges posed by the complex field of food safety, the FOODSAFETY4EU project established four social labs conducting multi-actor co-creation processes. These labs served as platforms for developing and piloting innovative ideas aimed at addressing these challenges. Due to COVID-19 pandemic, the lab process, typically held in-person, had to be converted to the virtual space. This means that all workshops, meetings, and collaboration processes and pilot activities solely took place online. This resulted in the novel situation of teams collaborating virtually throughout the entire social lab processes. Virtual collaborations were already on the rise before the pandemic, evidenced by an increase in virtual meetings and workshops. This study examines the requirements and challenges for effective team collaboration in virtual social lab processes. It investigates virtual collaboration, team dynamics, and the use of online tools. Findings reveal advantages such as increased participation, but also drawbacks including technical issues and role accountability. Despite challenges, all four virtual social labs finally succeeded in engaging diverse stakeholders and achieving significant outcomes addressing food safety challenges.

The Impact of an Educational Kit Based on a Virtual Laboratory in Chemistry for First-Year Middle School Students and Their Astute Thinking

The present study investigates the influence of a virtual laboratory-based learning kit on the development of clever thinking skills among middle school students engaged in chemistry education. This research responds to the increasing demand for effective and engaging pedagogical approaches within the realm of science education. The study formulates a null hypothesis asserting that there is no statistically significant difference, at the 0.05 significance level, between the average scores of students in the experimental group utilizing the virtual laboratory-based learning kit and those in the control group receiving instruction through traditional methods. An experimental design with partial control was employed, featuring an experimental group comprising 34 students and a control group consisting of 32 students from Qadisiyah Middle School for Boys. Participants were randomly selected to create an unbiased sample of 66 students. The groups were equated based on key variables, such as age, grade 6 grade point average (GPA), and prior knowledge of the subject matter. To facilitate effective learning, twenty-four daily teaching plans were meticulously constructed: the experimental group’s plans were aligned with the virtual laboratory-based educational kit, while the control group adhered to conventional instructional techniques. Subsequent statistical analysis was performed using SPSS to assess the outcomes of the two independent samples with unequal sizes. The findings revealed a significant enhancement in clever thinking skills among students in the experimental group who engaged with the virtual laboratory-based educational kit, in comparison to their counterparts in the control group. In conclusion, the results of this study indicate notable advantages associated with the incorporation of a virtual laboratory-based educational kit into chemistry instruction to foster the development of clever thinking skills among students. This research advocates for the integration of virtual laboratories into pedagogical practices and encourages further investigation across various educational levels and subjects to ascertain their broader implications for learning outcomes.

Ex-RL: Experience-based reinforcement learning

Reinforcement learning (RL) has achieved significant success across various tasks. However, generalizing RL for similar tasks remains a challenge. This study leverages expertise from related tasks to introduce a novel algorithm, Ex-RL, for executing transfer learning in tabular RL. The methodology concentrates on abstracting previous experiences into descriptive data and utilizing such data for similar tasks. The research focuses on classic RL solutions for balancing and anti-balancing, which improve the sample efficiency of the learning process. Studies indicate that weak learners, such as Q-learning, require fewer learning episodes, resulting in a 50% improvement and a higher success rate in the learning process. An online virtual lab was developed to facilitate the execution of the experiments. The code is available at Github.

Factors that promote cooperation, learning, and engagement with geoscience concepts when playing educational board games in an entry-level college paleontology lab

Interactive games can invigorate undergraduate curricula, promote collaboration, and engage students, but few studies evaluate which conditions facilitate learning and collaboration during game-based geoscience activities. This study examines educational gains, cooperative learning elements, and enjoyment during two educational board games, “Taphonomy: Dead and Fossilized” and “Reef Survivor,” deployed in two-hour geoscience labs (n = 136 students). Varying conditions (in-person versus online labs, team versus solo play, and an introduction to counter stereotype threat versus a neutral introduction) were assessed to understand effects of playing in teams, use of priming conditions, and class modality. We used pre- and post-lab low-stakes assessments to test knowledge, student perception surveys following gameplay (both described in Martindale et al., 2024; Martindale & Weiss, 2020), and the Kern et al. (2007) cooperative learning observation protocol during lab to document and quantify student behaviors. Although gameplay conditions did not result in significantly different learning gains (no significant differences between student demographic groups), team play was typically related to cooperative learning advantages, including strategizing, group processing, and positive interdependence. Overall, individual accountability was high, and conflict was low no matter the conditions, but cooperative learning was less common during online labs than in-person. Working together may support connections to the material and other students, as well as encourage engaged learning; moreover, students preferred playing in teams. Therefore, when using games or game-based learning, we recommend playing in-person with teams; together, these conditions can support student engagement and cooperative learning during gameplay.

РАЗРАБОТКА ВИРТУАЛЬНОЙ ЛАБОРАТОРИИ «ОСНОВЫ АЛГОРИТМИЗАЦИИ И ПРОГРАММИРОВАНИЯ»

The article discusses the experience of developing a virtual laboratory for algorithmization and programming based on the resources of a higher educational institution. This interactive platform provides convenient interaction between students and teachers, helps to improve the programming skills of its users and allows teachers to effectively manage the learning process within the framework of the courses they have created. The relevance of this work is due to the need to use auxiliary tools in the educational process in full-time or distance learning. The main stages of the program development are described, in particular, a comparative analysis of existing solutions is performed, the roles of users and their tasks are considered, and the main functional characteristics of the developed application are listed. The general algorithm of the application functioning is described.

DESIGN OF A DEFERRED LABORATORY IN RADIOACTIVITY

This article describes the design of a Remote Laboratory (LR) for nuclear measurements. The use of LR is presented as an opportunity since it allows the process of manipulation and characterization of irradiated samples, as is common in experimentation, to be replicated more times than in a Traditional Laboratory (LT). The rapid technological development in the demanding and changing work environment and the difficult access or availability on the part of students to the infrastructure necessary to carry out specific practices, among other reasons, make it necessary to incorporate these new tools to facilitate the learning of the technology. The research and development presented here are being carried out in the RA-4 experimental reactor of the Institute of Nuclear Studies and Ionizing Radiations (IENRI) of Argentina, which will allow us to carry out student practices at any time, without having to the three people with the corresponding authorizations for handling the irradiated samples must be present: the reactor manager, an operator, and a radioprotection officer. Considering also that the sources to irradiate are scarce and the instrumentation is expensive. Keywords: Remote Laboratory, Radioactivity.

Development of Virtual Geography Laboratory to Improve Cognitive Learning Outcomes and Spatial Capabilities Social Sciences Education

This project aims to develop a website that functions as a virtual laboratory for studying geography topics that is suitable for use, as well as testing its effectiveness on cognitive learning outcomes and spatial abilities. The research uses the Borg and Gall development model, which is then summarized and divided into three main activities: introduction, development, and testing. Subject selection was based on the cluster random sampling technique. The subjects consisted of Class Learning outcome data was collected using questionnaires, interviews, pretests and posttest, analyzed using descriptive statistical tests and Mancova inferential statistics. Research Results: 1) the development of a geographic virtual laboratory is suitable for use according to material experts and received the "very good" category, while according to media experts it received the "good" category; 2) students gave a strong response to the implementation of the virtual geography laboratory; 3) there is a significant difference between initial abilities and cognitive learning outcomes and spatial abilities; and 4) there are no significant differences between two schools that implement virtual geography laboratories with cognitive learning outcomes and spatial abilities.

Virtual Laboratories in STEM

Virtual laboratory utilization has been trending in STEM undergraduate curricula for over twenty years. A virtual laboratory is an interactive computer simulation that mimics real-world laboratory experiences in silico. Virtual labs are cost-effective pedagogical options for academic institutions that lack adequate funding for physical infrastructure and instrumentation. Virtual labs are an excellent proxy for lab activities threatening individual safety and public health. Further, during the COVID-19 pandemic, virtual labs were the primary pedagogical strategy for laboratory instruction. STEM faculty have developed numerous techniques for incorporating virtual labs into classroom and laboratory activities. New technology like artificial intelligence will expand virtual lab usability and effectiveness. Educational research demonstrates positive student outcomes and other benefits from virtual lab engagement. Continued effective mixed-methods research and production of essential virtual lab-based evaluation materials, such as discipline-specific rubrics, are needed to advance the application of this vital technology further. Moreover, from a software development perspective, many more virtual laboratories are needed in technology, engineering, mathematics, and specialized scientific fields.

Industry 4.0 Ready: Transforming STEM Laboratory Courses – Continuous Distillation as Example

AbstractLaboratory courses are key to science, technology, engineering, and mathematics (STEM) programs in higher education, but often lack the flexibility for distance learning and inclusiveness for all students. To address these challenges, TU Bergakademie Freiberg introduced remote laboratories not only for international degree programs and the “Disti4Study” application, which provides interactive visualization of industrial thermal separation processes. This paper focuses on the development and didactic challenges associated with the “Continuous Distillation Laboratory”. It illustrates how rethinking the technical and didactic frameworks of traditional laboratories can align with new learning objectives, such as those related to Industry 4.0, including the Internet of Things and data management.

Digitization of the Virtual Reality Laboratory Through Photogrammetry Tools (SfM)

The present paper focuses on generating a digital laboratory model at the department by applying the structure from motion technique. The generated digital model is then utilized to create simulation models for application in virtual and augmented reality environments. Nine different approaches to photogrammetric imaging in the laboratory were tested in the experiment. These approaches involved variations in the number of photographs and scanning positions. The results of the experiment were divided into three categories: unsuitable, which required significant modification; incomplete, which required further modification; and suitable, which was directly usable. Some images were unusable due to the similarity of objects in the scene. Experiments showed that some parts of the laboratory were more appropriate to image separately. It was also found that dark and shiny surfaces of objects presented a problem for the computation of the models. Therefore, it was necessary to use markers or colours to eliminate this problem.

Development of Integrated Physics Learning Tools in Virtual Laboratory Platform: Its Implementation through the POGIL Strategy in Indonesian Frontier Areas

Development of Integrated Physics Learning Tools in Virtual Laboratory Platform: Its Implementation through the POGIL Strategy in Indonesian Frontier Areas

Development of Interactive Learning Media Crossword Puzzle Integrated Virtual Laboratory in Science Learning Vibrations and Waves Material

Learning media is an essential component in supporting learning objectives. Teachers are expected to make optimal use of these media. This research aims to develop interactive learning media through crossword puzzles integrated with virtual laboratories that are valid, practical, and effective. This research is included in the type of development research that refers to the ADDIE model Research and Development Model: Analysis, Design, Development, Implementation, and Evaluation. The tools used in this research are the validation sheet, learning process implementation observation sheet, student response questionnaire, student activity observation sheet, and learning outcomes test. The research results show that the interactive crossword puzzle integrated virtual laboratory learning media is categorized as valid, practical, and effective because the combination of learning and games provides a deep and enjoyable learning experience for users. Meanwhile, the virtual laboratory allows experiments to be conducted virtually so that they can be accessed anytime and anywhere.

Efforts to Increase Students' Problem-Solving Abilities Through the Application of PBL Assisted by Virtual Laboratory on the Hydrostatic Pressure Concept

This research aims to enhance the problem-solving abilities of class XI students at MAS Wahdah Islamiyah Tilongkabila using a problem-based learning (PBL) model through the Classroom Action Research method. The collected data includes students' problem-solving abilities, student activities, and teacher activities. The instruments used were observation sheets for teacher and student activities, final tests (post-tests) on students' problem-solving abilities, and interviews. The average percentage of teacher activity observations increased from 65.6% in cycle I to 93.7% in cycle II, marking a 28.1% improvement. Student activity rose from an average of 56.75% in cycle I to 89% in cycle II, reflecting a 32.2% increase. Additionally, students' problem-solving abilities improved from an average of 58.6% in cycle I to 84.3% in cycle II, a 25.7% increase. The application of PBL, assisted by a virtual laboratory on the concept of hydrostatic pressure, significantly enhances students' problem-solving skills.

Chemical speciation of methylmercury and mercury(II) cations in fish by new fluorogenic naphthalimide alkynyl gold complexes: The ultimate test for detecting fish contamination

The proof of concept of a new portable protocol for the detection and speciation of methylmercury and mercury(II) cations in fish samples is described. In this way, traces of methylmercury and/or mercury(II) cations in fish were quantitatively detected using an elaborated protocol and including a fluorescent sensor. In-the-field accurate results were obtained due to the selective behavior of the chemical sensor in the presence of both cations, working at very low concentrations of mercury species in fish under standard laboratory conditions, that are suitable for daily use in ordinary sampling by border companies importing fish or remote laboratories where large devices cannot be carried. The reported fish protocol is useful under real-life conditions for analyzing fish for the presence of methylmercury in contrast to total mercury analysis. The combination of the protocol and the fluorescent reporter constitutes the ultimate test for fish contamination by mercury(II) species in the workplace. The reported limits of detection of 0.72 nM for Hg2+ and 1.62 nM for CH3Hg+ and the closely related values of the two mercury(II) species in fish samples, obtained by ICP-MS analysis and fluorescent measurements, make the method suitable for daily control of methylmercury in fish under the EU legislation parameters and the WHO recommendations.

The development of scratch based virtual lab game on electrical topics

The aim of this study was to develop an electric virtual lab games to aid problems faced by students in the electrical topic in vocational collage. In developing the electrical Virtual Lab Game the research approach was carried out using qualitative developmental research using the ADDIE model (analysis, design, development, implementation, and evaluation). An interview was conducted with three experts with expertise in the engineering education, game-based learning, and electrical engineering. The findings reveal that Electrical Virtual Lab Game consists of content that is aligned with the Standard Curriculum and Assessment Document (DSKP), already has a comprehensive content in the game, and has an interactive and attractive appearance. It also helps users, especially students, in strengthening knowledge related to the basic and fundamental electrical topic through its interesting and engaging design, game mechanics, and user interface. It is hoped that the use of Electrical Virtual Lab Game can improve the quality of student understanding on electrical topic in Malaysia.

Virtual Labs for Postsecondary General Education and Applied Science Courses: Faculty Perceptions

General education science courses at a Canadian postsecondary institution implemented Beyond Labz virtual science labs. Faculty members teaching vocational science-related courses tested this resource. This qualitative study explores faculty member and learner perceptions of the efficacy of these virtual labs in terms of ease of use, designing hands-on activities, student engagement, and accessibility. Data are collected via a focus group, surveys, meetings, and interview notes. The study found that learners and faculty members may have different perceptions of the importance of virtual labs for the development of various skills. From the data, five themes emerge related to addressing the needs of diverse learners and utilizing multiple affordances of virtual labs. Although science virtual labs are perceived as a useful tool for teaching and learning science, faculty members identify barriers such as the need to develop digital literacy skills and initial training and institutional support when introducing new tools. Recommendations for effective science virtual labs curriculum integration are included.

Behavioral barriers impede pro-environmental decision-making: Experimental evidence from incentivized laboratory and vignette studies

Despite increasing concerns about climate change, many people struggle to translate their pro-environmental values into action. Here, we explore the origins of this value-action gap focusing on the role of behavioral barriers that are characteristic for many environmentally relevant decisions. Using incentivized online laboratory and vignette experiments, we find that individuals are less likely to behave in accordance with their environmental values if they are not immediately affected by the consequences of their actions, if the impacts of their actions are uncertain, and if they contribute only marginally to the outcome. The behavioral barriers also exert an indirect effect on environmental behavior by undermining reciprocity and positive peer effects. The value-action gaps are correlated across the different experimental settings with men and younger participants showing a particularly large gap. These insights are important for climate communication and education, highlighting the important role of the perceived relevance and potential consequences of personal behaviors in collective action.

Design and Implementation of Remote Lab PID Controller Experiment Based on IoT

The education sector has increasingly embraced distance education to ensure a safe and uninterrupted learning process, especially in wars or epidemics. This paper focuses on designing and implementing a PID (Proportional-Integral-Derivative) controller experiment in remote laboratories utilizing the Internet of Things (IoT). Also, a laboratory experiment was developed using a naturally unstable system, specifically a cart-inverted pendulum. The experiments aim to enhance students' understanding of PID controller tuning within a real-world context. This system was chosen due to its dual motion characteristics, with a linear motion for the cart and a circular motion for the pendulum. Two controllers were designed and implemented for the system to enable control and feedback. Additionally, the Blynk platform was integrated into the experiment setup, allowing for real-time visualization of the system's response, control of PID parameters, and the ability to view the video stream via platforms like Skype. For remote connectivity, NodeMCU, an IoT development board, controlled the pendulum, collected system parameters, and transmitted them to the cloud through the Internet. Moreover, the sensors and the system were mathematically modeled, and their transfer functions were extracted. That allows the students to do the PID experiment theoretically and practically and compare the results. This complete setup enables local and remote access to the experiment, ensuring students can experiment regardless of their physical location. As a result of the study, designing and implementing a remote laboratory PID controller experiment utilizing IoT technology provides students with an innovative and immersive learning experience.