Virtual Laboratory Research Articles

Developing scalable hands-on virtual and mixed-reality science labs

Developing scalable hands-on virtual and mixed-reality science labs

The Effect of Virtual Laboratories on the Academic Achievement of Undergraduate Chemistry Students: Quasi-Experimental Study.

Experimentation is crucial in chemistry education as it links practical experience with theoretical concepts. However, practical chemistry courses typically rely on real laboratory experiments and often face challenges such as limited resources, equipment shortages, and logistical constraints in university settings. To address these challenges, computer-based laboratories have been introduced as a potential solution, offering electronic simulations that replicate real laboratory experiences. This study examines the effect of virtual laboratories on the academic achievement of undergraduate chemistry students and evaluates their potential as a viable alternative or complement to traditional laboratory-based instruction. A quasi-experimental design was implemented to examine the cause-and-effect relationship between instructional methods and student outcomes. The study involved 60 fourth-year BSc chemistry students from Dilla University, divided into 3 groups: a real laboratory group (n=20), which performed real laboratory experiments; a virtual group (n=20), which used virtual laboratory simulations; and a lecture group (n=20), which received lecture-based instruction. Quantitative data were collected through tests administered before and after the intervention to assess academic performance. The data analysis used descriptive and inferential statistics, such as means and SDs, 1-way ANOVA, the Tukey honestly significant difference test, and independent-sample t tests (2-tailed), with a P value of .05 set for determining statistical significance. Before the intervention, the results indicated no significant differences in academic achievement among the 3 groups (P=.99). However, after the intervention, notable differences were observed in student performance across the methods. The real laboratory group had the highest mean posttest score (mean 62.6, SD 10.7), followed by the virtual laboratory group (mean 55.5, SD 6.8) and the lecture-only group, which had the lowest mean score (mean 43.7, SD 11.5). ANOVA results confirmed significant differences between the groups (F2,57=18.429; P<.001). The Tukey post hoc test further revealed that the real laboratory group significantly outperformed the lecture-only group (mean difference 18.88; P<.001), while the virtual laboratory group also performed significantly better than the lecture-only group (mean difference 11.7; P=.001). However, no statistically significant difference was found between the real laboratory and virtual laboratory groups (mean difference 7.12; P=.07). In addition, gender did not significantly influence performance in the virtual laboratory group (P=.21), with no substantial difference in posttest scores between male and female students. These findings suggest that computer-based laboratories are a viable and effective alternative when real laboratories are unavailable, enhancing learning outcomes when compared with traditional lecture-based methods. Therefore, universities should consider integrating computer-based laboratories into their practical chemistry curricula to provide students with interactive and engaging learning experiences, especially when physical laboratories are inaccessible.

Accelerated hit identification with target evaluation, deep learning and automated labs: prospective validation in IRAK1.

Target identification and hit identification can be transformed through the application of biomedical knowledge analysis, AI-driven virtual screening and robotic cloud lab systems. However there are few prospective studies that evaluate the efficacy of such integrated approaches. We synergistically integrate our in-house-developed target evaluation (SpectraView) and deep-learning-driven virtual screening (HydraScreen) tools with an automated robotic cloud lab designed explicitly for ultra-high-throughput screening, enabling us to validate these platforms experimentally. By employing our target evaluation tool to select IRAK1 as the focal point of our investigation, we prospectively validate our structure-based deep learning model. We can identify 23.8% of all IRAK1 hits within the top 1% of ranked compounds. The model outperforms traditional virtual screening techniques and offers advanced features such as ligand pose confidence scoring. Simultaneously, we identify three potent (nanomolar) scaffolds from our compound library, 2 of which represent novel candidates for IRAK1 and hold promise for future development. This study provides compelling evidence for SpectraView and HydraScreen to provide a significant acceleration in the processes of target identification and hit discovery. By leveraging Ro5's HydraScreen and Strateos' automated labs in hit identification for IRAK1, we show how AI-driven virtual screening with HydraScreen could offer high hit discovery rates and reduce experimental costs. We present an innovative platform that leverages Knowledge graph-based biomedical data analytics and AI-driven virtual screening integrated with robotic cloud labs. Through an unbiased, prospective evaluation we show the reliability and robustness of HydraScreen in virtual and high-throughput screening for hit identification in IRAK1. Our platforms and innovative tools can expedite the early stages of drug discovery.

Assessing the Impact and Cost-Effectiveness of Exposome Interventions on Alzheimer’s Disease: A Review of Agent-Based Modeling and Other Data Science Methods for Causal Inference

Background: The exposome (e.g., totality of environmental exposures) and its role in Alzheimer’s Disease and Alzheimer’s Disease and Related Dementias (AD/ADRD) are increasingly critical areas of study. However, little is known about how interventions on the exposome, including personal behavioral modification or policy-level interventions, may impact AD/ADRD disease burden at the population level in real-world settings and the cost-effectiveness of interventions. Methods: We performed a critical review to discuss the challenges in modeling exposome interventions on population-level AD/ADRD burden and the potential of using agent-based modeling (ABM) and other advanced data science methods for causal inference to achieve this. Results: We describe how ABM can be used for empirical causal inference modeling and provide a virtual laboratory for simulating the impacts of personal and policy-level interventions. These hypothetical experiments can provide insight into the optimal timing, targeting, and duration of interventions, identifying optimal combinations of interventions, and can be augmented with economic analyses to evaluate the cost-effectiveness of interventions. We also discuss other data science methods, including structural equation modeling and Mendelian randomization. Lastly, we discuss challenges in modeling the complex exposome, including high dimensional and sparse data, the need to account for dynamic changes over time and over the life course, and the role of exposome burden scores developed using item response theory models and artificial intelligence to address these challenges. Conclusions: This critical review highlights opportunities and challenges in modeling exposome interventions on population-level AD/ADRD disease burden while considering the cost-effectiveness of different interventions, which can be used to aid data-driven policy decisions.

Navigating the Virtual Environment

In the ever-evolving landscape of higher education, the intersection of learning spaces and technology presents unprecedented opportunities to enhance student experiences. This poster highlights the effective use of 360-degree technology to create immersive digital learning experiences across various STEM disciplines in an Australian University. This poster demonstrates the implementation of Universal Design for Learning (UDL) principles in virtual laboratory tours. Our 360-degree virtual tours embody UDL's core principles (Meyer et al., 2014) by offering multiple means of engagement through immersive experiences, representation via diverse media formats (textual overlays, audible descriptions, graphical elements, and interactive hotspots). By adhering to digital accessibility guidelines (Ismailov &amp; Chiu, 2022), it ensures that our virtual laboratory inductions cater to a wide range of learning preferences and needs, potentially enhancing the effectiveness of STEM education for diverse student populations. Traditional induction processes are often delivered face-to-face, facing challenges like time constraints, safety concerns, and limited accessibility. The COVID-19 pandemic has further highlighted the need for flexible, remote learning solutions (Rapanta et al., 2020). 360-degree virtual tours overcome barriers by immersing students in a digital environment, allowing them to become familiar with procedures before entering physical space (Tan &amp; Tan, 2021). This technology also supports dynamic learning environments, enhancing teaching effectiveness and student engagement (Christopoulos et al., 2018). The effectiveness of 360-degree virtual tours has been demonstrated across various areas, from hospitality education to construction safety training (Pham et al., 2018; Patiar et al., 2017). Virtual tours offer numerous benefits, including cost-effectiveness, accessibility, and enhanced engagement. They also support authentic, experiential learning without time or location constraints, potentially improving knowledge retention and attitudes toward learning (Cardona et al., 2023). A key benefit of 360-degree technology is its web-based implementation, making experiences accessible across a wide range of devices and operating systems. While implementation may require some initial investment in hardware and expertise, the availability of consumer-grade tools and simple workflows makes adoption increasingly feasible for educators (Tan &amp; Tan, 2021). This poster outlines the process of developing, implementing, and evaluating 360-degree virtual tours. The development phase began with the implementation of virtual tours in ten laboratories with large enrollments. Using specialised cameras (Insta360 X3), we captured spherical photographs of these laboratories, allowing students to virtually explore as if physically present. To enhance interactivity and educational value, we integrated various elements such as hotspots, videos, and quizzes using SharePoint Space and H5P platforms. The implementation phase involved incorporating these virtual tours into the online laboratory induction process. We seamlessly integrated the tours with existing course management systems to ensure easy access for students. For evaluation, we focused on qualitative assessment methods to gain insights into student experiences and perceptions on aspects such as ease of navigation, perceived realism, and overall utility of the virtual tours. This assessment was conducted through surveys and informal discussions, offering valuable feedback on the virtual tours' effectiveness in preparing students for physical laboratory work.

Extending access for all chemistry students with extended reality

Equal access to instructor’s time and attention in chemistry classes and laboratories can be a barrier experienced by students from historically excluded groups. An instructor’s own biases will determine the nature of their interaction with students, and even well-meaning instructors can interact with students in slightly different ways, which might prevent certain students from having access to all the available instructional resources for the class. This is an additive problem, which may or may not be recognized in peer and student evaluations, and an issue that might escape self-reflection even in educators that are committed to diversity, inclusion, and justice. This issue conflates both actual and perceived biases, introducing a complex dynamic between instructor and student. Extended reality (XR) provides an avenue to generate materials that can be used to enhance or replace classroom instruction with a great degree of realism. In this paper we will discuss the implementation of a set of virtual reality (VR) organic chemistry labs. We will show that XR learning tools are by their very nature accessible and inclusive of a wide variety of students and will provide evidence from student reflections that shows that students from historically excluded groups find the XR content offered in our virtual reality labs more personal than in-person activities covering the same material.

Developing Students’ Creativity in Online Education Contexts under Covid-19

This report examines how to enhance student creativity in online education. It begins by defining creativity and its significance in today's society, then underscores the unique benefits of online education in nurturing student creativity through diverse courses and resources. Additionally, the report demonstrate how online platforms and social media provide global knowledge access, stimulating creativity and imagination. It further explores how innovative curriculum design and teaching methods in online settings boost creativity via collaboration and tools such as virtual laboratories. Nonetheless, it addresses challenges such as reduced engagement and potential student isolation, which can impede creativity. Finally, the report concludes with strategies for educators to surmount these challenges and improve students' creative abilities.

The impact of virtual laboratories on the academic performance of grade 12 learners in impulse and momentum

Virtual laboratories (labs) have evolved as an important tool in the sciences, delivering interactive and engaging platforms for learners to conduct experiments and comprehend complex concepts without the limitations of physical resources. They are an emerging teaching tool that offers interactive and immersive experiences that improve comprehension of complicated scientific concepts. This study assesses the impact of virtual labs on the academic achievement of Grade 12 learners on the topic of impulse and momentum in physics. It uses a quasi-experimental methodology to compare the performance of learners who used virtual labs to those who learned in the prevailing theoretical settings. A pre-test and post-test were used to assess learners’ academic success, and surveys were used to gather learner feedback on the learning tool. Preliminary data analysis indicates a statistically significant improvement in the test scores of learners using virtual labs, corroborating earlier studies that highlight the advantages of technologically enhanced learning environments. Furthermore, qualitative feedback indicates that learners found virtual labs more interesting and accessible, resulting in a more conducive learning environment. This work adds to the expanding body of evidence supporting the use of virtual labs in science teaching, especially in resource-constrained contexts where traditional laboratory equipment is limited or non-existent. The implications for curriculum design and educational policy are examined, with a focus on the importance of investing in digital infrastructure to support innovative teaching approaches.

The Frontier Areas’ Student Acceptance of Physics Fun-based Mobile Application: Incorporating the Process-Oriented Guided-Inquiry Learning (POGIL) Strategy

The acceptability of technology is an essential factor to consider, particularly in frontier areas that encounter challenges related to availability and limited educational resources. This study aims to evaluate the acceptance of physics learning tools in a virtual laboratory (V-Lab) platform, utilizing the POGIL strategy, referred to as the Physics Fun-based mobile application. Mobile learning refers to the learning process carried out through mobile devices such as smartphones. The implementation took place at a senior high school located in West Papua Province, one of Indonesia's frontier areas, with 136 students participating. The Technology Acceptance Model (TAM) and Theory of Reasoned Action (TRA) were employed in this quantitative study. Structural Equation Modeling (SEM) was implemented for data analysis. The findings indicated that Attitude (ATT) and Behavioral Intention (BI) were significantly influenced by Perceived Ease of Use (PEU) and Subjective Norm (SN), respectively, while Perceived Usefulness (PU) did not have a direct effect on ATT. As a result, to enhance the acceptance of technology, teachers and technology developers should prioritize enhancing ease of use and reinforcing social factors. This should be done with a particular emphasis on the social benefits and simple accessibility of technology in the learning process, particularly in frontier areas.

АКТУАЛЬНІ ПИТАННЯ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ПРЕДМЕТІВ ПРИРОДНИЧОГО ЦИКЛУ В УМОВАХ РЕФОРМИ НУШ

The article examines the actual issues of training future teachers of science subjects in the context of the reform of the New Ukrainian School. Special attention is paid to the role of STEM education, environmental awareness, inclusive teaching methods, and teacher training to work in a multilingual environment. The purpose of the article is to study the peculiarities of the training of future teachers of science subjects in the conditions of the reform of the National Academy of Sciences. Research methods. A complex of the following methods was used during the research: theoretical - analysis, synthesis, generalization, systematization, specification, comparison, theoretical modeling; empirical - questionnaires, interviews, analysis of the results of students' activities. Research results. The training of future teachers of natural sciences takes place in the context of the modernization of the educational system. Strengthening practical skills also becomes a priority, in particular through laboratory classes and work in the field. In addition, the role of digital technologies in the educational process is growing. Teachers must be able to use a variety of online resources and virtual labs to improve teaching effectiveness. In particular, this concerns the use of platforms for distance learning, which is becoming relevant in the conditions of modern challenges. Particular attention should be paid to the formation of competencies in the field of STEM, which are becoming more and more in demand. Taking into account modern environmental challenges, teachers should be ready to educate schoolchildren in environmental awareness. Also, during the reform, the value of inclusive education increases, which requires teachers to be able to adapt teaching methods for children with different educational needs.

The Introduction of Automation in Control of Virtualized Laboratory Complex Components at Higher Educational Institution

The intensity of the use of remote work and learning tools has increased significantly during the pandemic and has led to the emergence of new tools and a significant increase in the capabilities of previously developed technology platforms. The introduc­tion of modern technologies based on software control and complex visualization for the creation of virtual laboratory complexes in educational institutions provides virtually unlimited opportunities for organizing individual and distance forms of practical classes. Modern learning management platforms that able to integrate with the database of university students makes it possible to evaluate the quality of students' work with various types of course learning materials in real time. The article shows that the use of virtual communication infrastructures in connection to the Moodle learning management platform will provide end-to-end control of the theoretical and practical components of the educational process and will automate the processes of preparing and conducting practical classes, which will improve the quality of the educational process and the teacher efficiency.

The effect of guided inquiry-based virtual and physical laboratories on science learning outcomes

ABSTRACT Background Developments in technology have rapidly advanced the variety, features, and applications of virtual labs (VL) in teaching. However, it is debated whether VL can be used instead of physical labs (PL) because more is needed to address the tactile and sensory senses and to gain motor skills that PL has. While many studies have compared VL and PL, few have examined the impact of these laboratories using contemporary learning methods. Purpose This study aims to comparatively examine the effects of guided inquiry-based learning of electrical circuits and Ohm’s law in VL and PL on the conceptual understanding, science process skills, problem-solving, and views of pre-service science teachers (PST). Sample The study was carried out with 26 PSTs studying in the first year of a science teaching program at a state university in Türkiye. Design and Methods The study is in a true experimental design with the pretest-posttest control group. The matched pairs of PSTs were randomly assigned to the VL (n = 13) and PL (n = 13). Three-tier simple electrical circuits concept test, science process skill test in multiple formats, problem-solving inventory, and open-ended questionnaire were used for completing the data collection process. Results Results revealed that guided inquiry-based VL and PL were equally effective in increasing PSTs’ conceptual understanding. While VL is more effective in completing knowledge gaps, PL is more effective in developing science process skills. Neither has a significant effect on problem-solving. Conclusions Both VL and PL have advantages and disadvantages in terms of the types of learning outcomes. Consequently, guided inquiry-based VL and PL are recommended to use in science teaching as complements to each other.

Dataset on the Availability of Physics Resources and Usage of Virtual Labs in Rwandan Secondary Schools

Dataset on the Availability of Physics Resources and Usage of Virtual Labs in Rwandan Secondary Schools

Developing a Cloud and IoT-Integrated Remote Laboratory to Enhance Education 4.0: An Approach for FPGA-Based Motor Control

Remote laboratories are essential in addressing access and quality challenges in technical education. They enable students from various locations to engage with real equipment, overcome geographic and economic constraints, and provide solutions during crises, such as pandemics, when in-person learning is limited. As a key element of Education 4.0, remote labs promote technical skill development, enhance engineering education, and support diverse learning approaches. This study presents a remote laboratory based on Field Programmable Gate Arrays (FPGAs), developed using a waterfall methodology integrating IoT and Cloud Computing technologies to facilitate close interaction between hardware and software. The lab focuses on controlling DC, servo, and stepper motors, allowing students to apply theoretical concepts such as digital signals, pulse-width modulation (PWM), and data representation in bits in a practical setting. The testing phase involved 50 robotics and mechatronics engineering students who participated in hands-on sessions for one month, followed by a structured survey evaluating their experience, interaction, and the educational relevance of the platform. The survey shows high student satisfaction, highlighting the platform’s strengths and identifying areas for improvement. The results also underscore the system’s potential to significantly enhance the educational experience in remote environments, aligning with the United Nations Sustainable Development Goals (SDGs).

Enhancing Students’ Abilities and Skills through Science Leaning Integrated STEM: A Systematic Literature Review

Integrated STEM learning is an appropriate approach to improve students' abilities and skills needed in the 21st century. Therefore, this literature study aims to discuss the effectiveness of integrated STEM implementation in science learning. The focus of this research includes integrated STEM implementation, effectiveness, and analysis of abilities and skills that can be improved through STEM integration. The method used in this literature study is a Systematic Literature Review, which includes several stages, namely Identification, Screening, and Included. The databases used include Springer, Taylor Francis, ERIC, and Google Scholar. This literature review article is limited to the last 8 years, from 2016 to 2023. After screening, 35 articles were obtained, which were used as literature material regarding the effectiveness of integrated STEM learning in science. The results of the study show that STEM implementation can be integrated with various learning models such as PjBL, PBL, Jigsaw, 5E-EDP, and 6E-Cycle. In addition, it can also be integrated with media, including interactive video, virtual labs, and mobile augmented reality. Integrated STEM has proven to be effective in improving students' abilities and skills. The student's abilities and skills include 4C skills, concept understanding and cognitive abilities, motivation, ICT and computational literacy, spatial and geographic thinking skills, and mathematical thinking skills.

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.

EcoCommons Australia Virtual Laboratories with Cloud Computing: Meeting Diverse User Needs for Ecological Modeling and Decision-making

Biodiversity decline and climate change are among the most important environmental issues society faces. Information to address these issues has benefited from increasing big data, advances in cloud computing, and subsequent new tools for analytics. Accessing such tools is streamlined by virtual laboratories for ecological analysis, like the ‘Biodiversity and Climate Change Virtual Laboratory’ (BCCVL) and ‘ecocloud’. These platforms help reduce time and effort spent on developing programming skills, data acquisition and curation, plus model building. Recently this functionality was extended, producing EcoCommons Australia—a web-based ecological modeling platform for environmental problem-solving—with upgraded infrastructure and improved ensemble modeling, post-model analysis, workflow transparency and reproducibility. We outline our user-centered approach to systems design, from initial surveys of stakeholder needs to user involvement in testing, and collaboration with specialists. We illustrate EcoCommons and compare model evaluation statistics through four cases studies, highlighting how the modular platform meets users’ needs.

ACHIEVING THE CORRECT FORMATION OF STUDENT ABILITIES THROUGH EDUCATIONAL TECHNOLOGIES

This article covers the issue of proper formation of student's abilities with the help of educational technologies. Modern digital technologies provide students with a wide range of opportunities to develop critical thinking, creativity, problem solving, and communication skills. The article analyzes the methods of forming the abilities of students through individual education through technologies, interactive educational programs, simulations and online discussion platforms. In addition, the contribution of artificial intelligence and virtual laboratories to the development of skills in the educational process is also discussed. This article includes approaches to improve student learning through the effective use of technology in education.

Research Trends of Virtual Laboratory in Science Learning to Improve Affective Domain: a Systematic Literature Review

A virtual laboratory is a simulated environment that enables users to conduct various experiments anytime and anywhere without the need for a physical laboratory. Its main goal is to identify trends (such as publication year, education level, publication journal, keywords used, and academic disciplines) and map the platforms and affective domains related to virtual laboratories in science education. This systematic review utilizes 41 articles found in the scopus database from 2013 to 2023 using pre-determined criteria. The method applied is a systematic literature review following PRISMA guidelines. The results show that publication trends have fluctuated over time, with a significant increase in the last four years. Most studies were conducted at the higher education level, with the journal of chemical education being the most dominant publication outlet. Chemistry emerged as the most frequently explored discipline, and "virtual laboratory" appeared as a commonly used keyword. Various virtual laboratory platforms were employed in these studies, and most of the reported affective domains related to positive attitudes towards the learning process

Effectiveness Discovery Learning and Learning Cycle 5E Integrated Virtual Lab on Learning Outcomes in Acid-Base

This study was conducted to determine the effectiveness of the Discovery learning and Learning Cycle 5E learning models and to see the differences in academic performance from the two models. The method used is experimental. The population in this study were students of class XI Science at SMAN 17 Medan and the samples were class XI Science 4 as experimental class 1 and XI Science 3 as experimental class 2. The research results show that the Discovery Learning model is effective in improving academic performance as evidenced by the average N-gain value of 0.759 in the high category, the Learning Cycle 5E model is effective in academic performance as evidenced by the average N-gain value of 0.751 with high category and there is a significant difference in the academic performance of students who are taught using the Discovery Learning and Learning Cycle 5E models integrated with virtual labs on acid-base material as proven by carrying out by Independent Sample T-test so the output can obtained value of sig is 0.011&lt;0.05.