Virtual Laboratory Activities Research Articles

Implementation of Inquiry – Based Lesson on Lights, Mirrors and Lenses in A Gamified Classroom

Academic motivation has long been hailed as driver for improved academic engagement leading to improved academic achievement. This is the very premise of this study that a low-performing group of learners will be motivated to work harder for improved academic performance. The study started with the utilization of developed guided-inquiry virtual laboratory activities that were delivered as part of the lesson in a gamified context. The study utilized three heterogeneous grade 10 sections of a private school in Misamis Occidental. One section is generally a better-performing section and was made the control section, while the remaining two low-performing sections were taken as the experimental sections. The whole gamification activity involves four leader board displays where the first leader board showed equal initial performance for all learners. Results showed that the low-performing classes performed with very little difference with high performing control group. The normalized gain for all sections were all medium gain. The study points to the efficacy of a gamified classroom utilizing virtual activities in improving academic performance as indicated in the results of the normalized gain.

Integration of Virtual Laboratories in eLearning: Enhancing Science Education amidst COVID-19 Pandemic

It is evident that education must continue despite the health crisis that the success of virtual laboratories during the new normal education presents a significant challenge for both instructors and students. The study determined the experiences of eight Bachelor of Secondary Education major in Science students of the Bukidnon State University, College of Education, in virtual laboratory activities amid the COVID-19 pandemic during the academic year 2020-2021. Since the focus of this qualitative action research is on learners' experiences in science-related activities, Husserl's descriptive phenomenological research approach was employed. The open-ended questions were taken from Reece's (2015) study and adjusted accordingly. Interviews were conducted using an online platform to gather data. To draw conclusions about the learning experiences that the students had while participating in the virtual laboratory, the researchers used qualitative descriptions that made use of themes and frames to examine the students' responses. Six overarching themes emerged from the data, including learner autonomy, the need for preparation for lab activities, evidence of student learning, presentation, teamwork, and a desire to learn science. Furthermore, a virtual laboratory saves money and time for both teachers and students while also being safe and offering an alternate place. It gives students a ton of opportunities to explore online simulations. To bridge the learning gaps left by the pandemic and create a suitable learning environment for students, virtual laboratory integration is a calculated approach. As a result, it provides a positive and adaptable learning environment that helped students understand the significance of science and technology and how crucial it is to create a safer community.

Features of the organization of 3D experiments in physics

This article examines the study of the features of the easy organization of virtual experiments in the section «Optics». This research is aimed at improving the conceptual skills of a future specialist in the field of optics with the help of a virtual laboratory. This research and development consisted of three stages, namely preliminary research, design of a virtual laboratory and testing of a virtual laboratory. Due to the training conditions, it is very difficult to perform virtual laboratory work. Combining query-based learning with virtual laboratory activities can be an alternative to developing a simpler, but meaningful learning process within the framework of training. This study is aimed at analyzing virtual laboratory activities through training based on the request for scientific literacy on the topics of light phenomena and optics. The study used mixed methods with a consistent design in the form of a non-equivalent design of the control group. Samples were taken using the target sampling method. The data was collected through observations, surveys and tests, as well as interviews. The data were then analyzed using an independent sampling criterion and a homogeneity test to see the effectiveness of the training of the two sample groups. The results show that the practical effectiveness of training using a virtual laboratory was very successful and received good reviews. The effectiveness of the virtual laboratory can be assessed by the level. Thus, virtual laboratories can be used as teaching aids that can make a positive contribution to improving student academic performance.

Effects of Virtual Lab Experiences on Students’ Achievement and Perceptions of Learning Physics

In engineering education, laboratory experimentation is as significant as theoretical education. However, inadequate laboratory facilities affect students’ abilities to learn. This study aimed to investigate the effect of virtual labs on students’ learning achievements and their perceptions of virtual physics lab activities. The study was carried out with 240 first-year engineering students enrolled in a physics laboratory course at a private university. In the study, data on learning achievement were collected from quizzes completed by students after the experiments. The data on the perception of the students about the virtual laboratory were collected at the end of the term, with the Virtual Laboratory Perception Scale shared online. The research results indicated that simulation-based physics experiments could positively affect students’ learning achievements. In addition, it was revealed that most students had very positive perceptions of virtual laboratory activities. The results obtained from this study can guide educators to prepare more effective laboratory environments.

Strengthening the Understanding of Physics Concepts through Virtual Laboratories to Answer the Challenges of the 21st Century

Covid-19 has had a significant impact on every aspect of life today, from the economy, education, culture, social and others. The purpose of writing this paper discusses the nature of laboratory activities; values and competencies in laboratory activities; virtual laboratory development; the role of virtual laboratory in 21st century learning; opportunities, challenges, and impacts of virtual laboratory activities; various results of virtual laboratory research in 21st century learning; the impact and implication of virtual laboratory in learning. The descriptive qualitative approach is the method used in the preparation of this paper. In the realm of education, if we look at it from the learning process, it is known as e-learning. Learning is carried out online both synchronously and asynchronously. Laboratory learning cannot be separated from the impact caused by covid-19, virtual laboratories are currently an effective and efficient learning method in carrying out laboratory activities, and this is intended to prepare students to face the era of society 5.0 in the pandemic era.

Sophisticated Thinking Blended Laboratory (STB-LAB) Learning Model: Implications on Virtual and Real Laboratory for Increasing Undergraduate Student's Argumentation Skills

Laboratory activities require scientific processes. The crucial scientific process in laboratory activities is aligning with 21st Century skills. Argumentation skills in laboratory activities are needed to make laboratory activities run efficiently, effectively, and without misinformation. Sophisticated Thinking Blended Laboratory (STB-LAB) in laboratory activities is considered capable of improving argumentation skills because of its syntax, disposition, and argumentation stage, allowing students to train their argumentation skills. This study intends to determine whether the STB-LAB learning model can improve students' argumentation skills in virtual and real laboratory activities. The method uses quantitative research with a one-group pretest-posttest design in which the N-Gain will be generated from the pretest and posttest, and find the difference in pretest and posttest, t-test using independent sample t-test, and effect size using Cohen's D. The results show that N-Gain obtained in virtual laboratory activities, only two aspects were categorized as quite effective, namely warrant, and backing aspects. In addition, N-Gain obtained in real laboratory activities only has three aspects categorized as quite effective: evidence, warrant, and rebuttal. The hypothesis obtained in both laboratory activities is 0.000 at Sig. (2-tailed), and the Effect Size obtained in both laboratory activities is 0.91 and 0.79. Thus, STB-LAB can improve argumentation skills using two media, with the virtual laboratory getting the highest results in its improvement. This shows that STB-LAB is appropriate for improving argumentation skills at the undergraduate level.

The Digital Module to Improve Students’ SEP Skills during the COVID-19 Pandemic

The COVID-19 pandemic has resulted in learning activities that were originally carried out face-to-face in schools to turn into online learning. The implementation of online learning has several challenges, one of which is the development of student skills in the 21st century, especially SEP skills. SEP skills of students are needed in learning physics. Students' SEP skills are currently still in the low category. To support the improvement of students' SEP skills, teaching materials in the form of digital modules are applied. This study aimed to examine the role of digital modules in improving students' SEP skills during the COVID-19 pandemic. This study uses a quantitative descriptive method with a questionnaire technique using 38 items based on eight aspects of SEP skills. The participants in this study were 23 students in a high school in Karanganyar Regency, Indonesia. The results showed that the average SEP skill score after using the digital module was higher (102.34) than before using the digital module (90.58). Based on the value of N gain, the improvement of students' SEP skills in the initial three aspects is in the medium category and the other five aspects are in the low category. The digital module was proved to affect improving SEP skills, although the increase was not very significant. This is because the digital module is equipped with various novelties such as virtual laboratory activities, physics animations, and interactive videos that can help improve students' SEP skills.

Characteristics and Effectiveness of Blended Learning Through Reality Laboratory and Virtual Laboratory Activities in Genetics Course

Virtual laboratories can provide real learning experiences through computer-aided simulations and activities. Virtual laboratory is rapidly developing its use in science learning because it is proven to provide significant benefits to the process and results of science learning during the pandemic. The limitations of laboratory facilities in genetics learning at the unkhair Biology Education Study program have encouraged the development of virtual practicum strategies and their use in genetic learning with modified free inquiry strategies on the topic of the structure and function of genetic material and reproduction of genetic material. The purpose of this study was to analyze the effectiveness of virtual laboratories based on student perceptions of the use of virtual laboratory applications and to describe and compare these perceptions with the use of laboratory reality and relevant previous research results. There are five aspects of perception surveyed, namely innovation, motivation, effectiveness, benefits, and presentation of practical procedures. This research method uses a quasi-experimental research design for the characteristics and effectiveness of using virtual laboratories and real laboratories in the Genetics course at the Biology Education Study Program, Khairun University, Ternate on the topic of DNA isolation, chromosomes and mitosis. The results of this study indicate that: the characteristics of Blended Learning practicum in the Genetics course in 4th semester students of Biology study program are: 1) instruction-based practicum; 2) practicum based on data collection and reporting of practicum results; 3) practicum based on proof of concept. The effectiveness of the implementation of genetics practicum in laboratory reality and virtual laboratories based on the perception of student responses is more likely to choose reality laboratories than virtual laboratories. The effectiveness of the implementation of genetic practicum based on the results of the practicum report is known to be not significantly different between the results of the practicum in reality and in the virtual laboratory.

Effectiveness of Virtual Laboratories in Science Education: A Meta-Analysis

The development of technologies had transformed the way we deliver our instruction to the students. Many researchers and teachers alike are advocating for the integration of technology into their instruction as it provides promising results. One key aspect as to which technology can be of great help is through virtual laboratory activities. This meta-analysis offered information on the effectiveness of using virtual laboratory activities to student achievement. Results of the meta-analysis revealed a medium effect size (g = 0.587) towards the use of virtual laboratories. The subject area and level of study were used as subgrouping to further explore the effectiveness of conducting virtual laboratories.

A virtual laboratory module exploring photosynthesis during COVID-19.

Virtual laboratory activities are flexible approaches to engage undergraduate students in scientific practices during the COVID‐19 pandemic. By utilizing online simulations, students can conduct virtual experiments on important biochemical reactions that occur during photosynthesis. The learning module described here provides students with this experience and was implemented for first‐year students in a virtual summer bridge program. It introduces new biochemistry majors and nonmajors to the discipline, and it is based on an in‐person photosynthesis laboratory module taught for the summer bridge program before the emergence of COVID‐19. This virtual laboratory module can be readily adapted for use during the academic year in introductory biochemistry courses.

IDENTIFIKASI KESULITAN MAHASISWA DALAM PEMBELAJARAN BIOLOGI MOLEKULER BERSTRATEGI MODIFIED FREE INQUIRY

The aim of this study was to identify the difficulties learning by students in the modified free inquiry learning strategy of Molecular Biology and the causes of these difficulties. The method used is descriptive with a questionnaire technique. Respondents are 51 Biology Education students who contracted the Molecular Biology course in Academic Year 2017/2018 at one of the education institution in Kota Pekanbaru. The stages in the modified free inquiry strategy that are carried out consist of steps: 1) orienting students to the topics discussed by giving direct questions, 2) students make questions as the formulation of the problem, 3) proposing hypotheses, 4) collecting data and information for testing hypotheses, 5) communicating findings, and 6) concluding. Topics covered were DNA isolation, agarose gel electrophoresis, and polymerase chain reaction (PCR) and in the lectures were complemented by wet and virtual laboratory activities. Research instruments in the form of a closed questionnaire with answer choices 'yes' and 'no'. Data analyzed are presented in the form of percentage figures. The results of data analysis showed that: (1) Students who experienced difficulty in learning Molecular Biology with a modified free inquiry strategy were 45.10% and those who did not experience difficulties were 54.90%; (2) The causes of difficulties are limited time (78.26%), not finding adequate learning resource materials (39.13%), unable to understand the learning resource materials found (39.13%), unable looking for adequate learning resource materials (21.74%), and not interested in the modified free inquiry strategy (17.39%); and (3) most students agree to apply the modified free inquiry strategy to other biology courses. The implication of the research is the modified free inquiry strategy can be applied in biology learning at the university level.

Expedience analysis of student worksheets (LKM) to support nuclear physics learning on the topic of natural radioactivity

Based on the observations, data from student’s response shown that the nuclear physics was an abstract material, so it needs visualization in the learning process. The facts found that in the process of nuclear physics learning have not supported by virtual laboratory activities yet. The virtual laboratory is needed by the students to visualize the abstract material of nuclear physics. This research aims to develop valid and practical student worksheets (LKM) as a support of the virtual laboratory activities using PhET simulation on the topic of natural radioactivity. The method that used in this research is Research and Development (R & D) by applying the ADDIE model by steps: analyze, design, development, implementation and evaluation. The results of this research shown that student worksheet that have developed are valid and practical to supporting virtual lab activities.

Penggunaan LKM Untuk Menunjang Kegiatan Laboratorium Virtual Fisika Inti

To improve the quality of the Nuclear Physics lectures in addition to understanding the material as knowledge aspect, students are also expected to practice for the skills. The Nuclear Physics lecture material is microscopic so it requires laboratory activities, but there is no suitable practical tools available in the laboratory of Physics Department, mathatics and science faculty, universitas negeri padang. Therefore, a virtual laboratory model was developed in this research which was supported by students' worksheet. The valid and practical students' worksheet have been obtained. Then, it was tried out to students who take the Nuclear physics lecture to see whether the students' worksheet are effective to support virtual laboratory activities. The research conducted is included in the type of quasi-experimental research. The population is students who take part in the Nuclear Physics lecture in semester January-June 2018. The samples were taken using Cluster Random Sampling techniques. Data on knowledge and skills competencies were analyzed using the t test at a real level of 0.05. Based on the results of data analysis, there were significant differences in the two sample classes. The results of the regression analysis indicate that there is a strong correlation between the use of students' worksheet to support virtual laboratory activities for knowledge and skills competencies.Keywords: Nuclear Physics, Students Worksheet, Virtual Laboratory

Validity and practicality of students worksheets in the virtual laboratory activities for nuclear fission learning materials

Based on the observations, the students’ understanding of the nuclear physics learning materials was still quite low. Most of the nuclear physics topic are abstract and nuclear physics learning has not been supported by laboratory activities. The solution of this problem is to do laboratory activities with virtual laboratory applications. The application that will be used in this activity requires a guide that matches the characteristics of students. This research aims to develop valid and practice students’ worksheets as a support in the virtual laboratory activities for nuclear fission learning materials. The student’s worksheets were developed using the ADDIE method that is limited to the development stage. The object of this research is a student’s worksheets (LKM) used as support for virtual laboratory activities. The data collection instrument used in this research is a questionnaire of validity and practicality. Based on the research that has been done, the conclusion is the students’ worksheets has been valid and practical to be used for nuclear fission learning materials.

Creating a Virtual Science Lab (VSL): the adoption of virtual labs in Saudi schools

Laboratory activities are playing a substantial role in supporting scientific learning fields by enabling students to obtain practical skills through experiments and by giving them the chance to have a more profound understanding of the content. Although laboratory activities are expensive and time-consuming, virtual laboratory activities can save money, time, and effort. The Virtual Science Lab (VSL) is a web-based platform designed to improve learning approaches by introducing a safe and interactive lab environment for students in middle schools in Saudi Arabia. VSL was found to be an exciting, useful, and enjoyable learning environment during user trials. It allowed users to conduct experiments individually and to repeat them multiple times if needed.

Integrated Virtual Laboratory in Engineering Mathematics Education: Fourier Theory

In this paper, we present a virtual learning laboratory environment for undergraduate mathematics education using an inquiry-based learning approach. The Visible Thinking pedagogical framework is also suggested to achieve a good complement to traditional lecture–tutorial systems. The virtual laboratory is implemented in an open-access Java interactive software. We demonstrate a viable instruction procedure, providing a set of virtual laboratory activities with real-world applications spanning signal processing, data science and analytics, sustainable infrastructure engineering, and theoretical physics. A preliminary study on a pilot cohort indicates that the proposed virtual laboratory can enhance students’ learning. The virtual laboratory implementation is scalable and can be easily expanded in scope to other mathematical topics; transitioning to a tablet-based system for use in smart classrooms is also readily achieved. The Java interactive software is freely available on Open Science Framework.

Efficacy of Online Laboratory Science Courses

The overall goal of this study was to evaluate student experiences in online laboratory courses in order to inform the design and improvement of lab activities in a distance education program. Students were surveyed about their satisfaction and perceptions of usability and learning in both hands-on (at home) and computer-based simulation (virtual) labs in a variety of natural science courses. We also attempted to evaluate the effectiveness of several online chemistry courses taught with either hands-on kits or virtual laboratory activities, and examined the performance of students concurrently enrolled in lecture and laboratory chemistry courses versus those enrolled in a lecture only courses. The majority of survey respondents felt their online laboratory experience was the same as or better than their prior experiences in the traditional setting. Survey data also show that students believe their laboratory experiences reinforced and improved their understanding of concepts presented in lectures and the textbook, and thus may have helped them perform better on course assessments. Our data on performance suggest that students enrolled in online science courses do as well or better than their peers enrolled in traditional courses. The data also suggest that students who take lecture and laboratory concurrently outperform their lecture-only peers, independent of course (i.e., general or organic chemistry) or delivery method (i.e., online or traditional).

Constructivist Learning Environment During Virtual and Real Laboratory Activities

<p>Laboratory activities and constructivism are two notions that have been playing significant roles in science education. Despite common beliefs about the importance of laboratory activities, reviews reported inconsistent results about the effectiveness of laboratory activities. Since laboratory activities can be expensive and take more time, there is an effort to introduce virtual laboratory activities. This study aims at exploring the learning environment created by a virtual laboratory and a real laboratory. A quasi experimental study was conducted at two grade ten classes at a state high school in Bandung, Indonesia. Data were collected using a questionnaire called Constructivist Learning Environment Survey (CLES) before and after the laboratory activities. The results show that both types of laboratories can create constructivist learning environments. Each type of laboratory activity, however, may be stronger in improving certain aspects compared to the other. While a virtual laboratory is stronger in improving critical voice and personal relevance, real laboratory activities promote aspects of personal relevance, uncertainty and student negotiation. This study suggests that instead of setting one type of laboratory against the other, lessons and follow up studies should focus on how to combine both types of laboratories to support better learning.</p>

The Comparative Effectiveness of Physical, Virtual, and Virtual-Physical Manipulatives on Third-Grade Students’ Science Achievement and Conceptual Understanding of Evaporation and Condensation

The purpose of this study was to investigate the relative effectiveness of experimenting with physical manipulatives alone, virtual manipulatives alone, and virtual preceding physical manipulatives (combination environment) on third-grade students’ science achievement and conceptual understanding in the domain of state changes of water, focusing on the concepts of evaporation and condensation. A pretest-posttest design was used that involved 208 third-grade students assigned to the three learning conditions. A science achievement test and a two-tier conceptual test were administered to students before and after a teaching intervention. The results revealed that using virtual preceding physical manipulatives and virtual manipulatives alone enhanced students’ knowledge gains about evaporation and condensation greater than the use of physical laboratory activities alone. It was also found that the combination environment promoted students’ knowledge gains about these concepts equally well as the use of virtual laboratory activities alone. On the other hand, the results showed that using virtual preceding physical manipulatives promoted students’ conceptual understanding most efficiently compared to the use of either physical or virtual manipulatives alone; in contrast, experimenting with physical manipulatives alone was least influential for students’ conceptual understanding compared to the other manipulatives.

Strategies for enhancing student understanding through active engagement (LB113)

When teaching undergraduate students, especially in large classes, one of the most challenging aspects is providing students with an engaging experience that will foster their learning and increase their understanding of complex material. There are numerous studies in the literature which document the advantages for students of participating in “active learning” where interacting with other people (students, academic staff) in real or virtual worlds maintains their interest and hence enhances their learning, especially when they receive immediate feedback on their performance. However, it is not easy to design learning tasks that encourage student interaction, are academically rigorous and also able to engage the current generation of digitally native students. Three strategies for enhancing student understanding using active learning will be presented: the formative assessment lecture using mobile response devices; virtual laboratory activities using an adaptive feedback platform and student‐led game design. The value of each these strategies, apart from increasing student engagement, is that student misconceptions are frequently revealed allowing direct remediation, which further enhances student learning and provides instructors with feedback on troublesome areas of the curriculum.