Virtual Laboratory Exercises Research Articles

Experiments on Digital Filtering of Analog Signals: Pulse Amplitude Modulation and Delta Modulation

To boost students' active learning and understanding of abstract scientific concepts, hands-on learning experiences such as experiments are necessary. Computer simulations also allow students to carry out experiments virtually. Analog signals are processed using digital signal processing because of the advantages of digital signal processing over analog signal processing. Numerical experiments, results, and observations on digital band pass filtering of analog signals are presented. Two types of digital modulation are employed: Pulse Amplitude Modulation (PAM) and Delta Modulation (DM). Results demonstrated higher suppression of frequencies in the stopband compared with the transition band. Frequencies in the passband suffer minimum or no attenuation. The phase difference between input and output signals, transient response, and steady state response are observed vividly. PAM is found to add less noise to the system compared with DM. These experiments are recommended as virtual laboratory exercises for undergraduate and postgraduate studies for active learning purposes.

Student experiences from virtual reality-based chemistry laboratory exercises

This paper describes a practical case study on the benefits and feasibility of a virtual laboratory as a part of chemistry laboratory exercises. Three different objectives that must fit together to create an efficient Virtual Reality (VR) learning experience were found: relevant information content, learning design, and technical feasibility. To achieve these multidisciplinary goals, a simple framework for designing VR learning materials was created. A 360-VR version of a chemistry laboratory exercise was designed and created following this framework. Data on its effectiveness was collected on a laboratory course with over 150 first-year chemical engineering students. The students completed the same laboratory exercise both as a virtual laboratory and in a real student laboratory. In the student feedback, students clearly stated that virtual laboratories cannot replace the experience in a real laboratory, and that the virtual laboratory exercises did not directly increase student motivation. Nevertheless, students showed a very positive attitude towards virtual learning materials and suggested including even more activating materials such as quizzes and interactive videos in the learning materials. Only a few students reported any downsides related to the virtual laboratory exercise. Overall, it was shown that our design principles work in practice as the students reported several real benefits when they completed a virtual laboratory exercise before the real-life laboratory exercise. These benefits included learning the correct way that the laboratory exercise proceeds and how to perform certain tasks correctly.

Designing Virtual Laboratory Exercises Using Microsoft Forms

Chemistry educators around the world have had to introduce innovative approaches for engaging students through virtual chemistry laboratory exercises, both out of necessity and to complement traditional in-person learning. As new methods are explored, instructors strive to offer experiences that are engaging and accessible and that foster skills transferable to in-person laboratories. Here, we introduce a method for designing virtual laboratory exercises using existing survey platforms, namely Microsoft Forms and Google Forms. These platforms offer the ability to integrate media content (e.g., videos and images) and questions which allow instructors to scaffold experiments with targeted inquiries as well as to encourage students to make decisions by the incorporation of branching points where the outcome(s) of the experiment can vary based on the selections chosen by students. Additionally, they are accessible to both teachers and students and offer instructors the flexibility to customize their virtual experiences to support their course learning outcomes. These exercises can also be easily shared and modified between instructors and potentially complement future in-person laboratories.

Virtual Three-phase Laboratory Exercise During Pandemic Situation

The Corona pandemic has changed our way to teach, even our laboratory experiments. The exercises for the three-phase systems had to be transferred to the web. The virtual exercises are described and the results are shown. The pros and contras of this way to teach are discussed.

Feasibility and Utility of a Virtual Reality Laboratory Exercise in an Undergraduate Neuroscience Course.

To improve undergraduate students' understanding of neuroanatomy and structure, we leveraged existing virtual reality infrastructure to create a novel dissection assignment in an undergraduate neuroscience course. Students completed a virtual reality dissection of the central nervous system that augmented status quo instruction in lecture and textbook format. We found that such an assignment is feasible at a regional comprehensive university with intrauniversity partnerships that are mutually beneficial. Results showed positive engagement from students and feasibility of incorporating virtual reality in undergraduate neuroscience courses.

Utilizing SARS-CoV-2 to teach PCR and gel electrophoresis in a pair of asynchronous distant learning laboratory exercises.

Amidst the COVID‐19 pandemic, many colleges shifted to online learning, creating a need for teaching materials that could be deployed in the online setting. A pair of virtual laboratory exercises with a COVID‐19 theme were created for first year Biology majors to introduce students to the topics of polymerase chain reaction and gel electrophoresis. The exercises were effective in promoting student learning of both topics in an online asynchronous setting, and could easily be adapted for use in other courses or in a synchronous online setting.

Virtual laboratories in science education: students’ motivation and experiences in two tertiary biology courses

Potential benefits of simulations and virtual laboratory exercises in natural sciences have been both theorised and studied recently. This study reports findings from a pilot study on student attitude, motivation and self-efficacy when using the virtual laboratory programme Labster. The programme allows interactive learning about the workflows and procedures of biological and biochemical experiments, the operation of relevant apparatuses, including the ability to adjust parameters, and the production of results. The programme was used as supplement to mandatory laboratory exercises in two undergraduate courses (i. microbiology and ii. pharmaceutical toxicology) at the University of Southern Denmark. With a theoretical basis in motivational theories, students’ (n = 73) motivation and attitude towards the virtual exercises were evaluated. After completing virtual laboratory cases, the students felt significantly more confident and comfortable operating laboratory equipment, but they did not feel more motivated to engage in virtual laboratories compared to real laboratories. Teachers observed that students were able to participate in discussions at higher levels than in previous years where the programme was not used. The study concludes that virtual laboratories have the potential to improve students’ pre-laboratory preparation.

Design of Virtual Learning Environments: Learning Analytics and Identification of Affordances and Barriers

The future of educational technology has been envisioned to have increasing focus on simulations, game based learning, virtual learning environments and virtual worlds. The technologies aim to provide authentic learning and enable deeper, more complex and contextual understanding for students. To study the impact of virtual learning environments for natural sciences and engineering education, we have designed and implemented a virtual laboratory, LabLife3D, in Second Life. To date we have designed six virtual laboratory exercises in the biological sciences and chemistry and additionally created a system to gather behavioristic data during laboratory simulations for the purpose of learning analytics. This paper presents the design process of laboratory exercises and discusses the content-specific learning goals and outcomes. Additionally, this paper discusses the use of heuristic usability review used to improve the virtual learning environment. Lastly, the results from student and teacher interviews are presented, together with results of the learning analytics study. The discussion also includes student identified affordances and barriers for learning. We conclude that authentic and deep learning is possible within virtual worlds. Furthermore, the results of this study are not only limited to virtual worlds, but could also apply to other areas of digital educational technology.

Using Online Instruction and Virtual Laboratories to Teach Hemostasis in a Medical Laboratory Science Program

Hemostasis laboratory testing methods have changed significantly over the past decades, from totally manual, to fully automated methodologies. Most medical laboratory educators prefer to use manual or semiautomated methods to teach hemostasis so that students can "see" what is occurring during the testing method, but many semi-automated instruments are no longer commercially available or are not cost-effective for education programs. In consideration of these factors and due to programmatic expansion to a coordinate campus, the CLS program explored new ways to teach hemostasis methods equitably and affordably across two distant locations. Working with an instructional design team versed in online education, five virtual hemostasis laboratory exercises were created that mimic the manual methodologies. Web-based didactic instruction was also developed to teach the testing theory and pathophysiology related to patient results. The efficacy of the virtual instruction was evaluated through assessment of student performance on exam questions, professional certification scores for the platelet/hemostasis sub-category, student satisfaction surveys, and evaluation of student performance during their clinical experience. Results showed that students in the virtual delivery format performed significantly better on exam questions compared to the traditional delivery method group, but there was no significant difference in their performance on the professional certification exam. Both student and preceptor feedback have been positive on the value of the exercises for students' understanding of hemostasis.

Evaluation of the virtual network laboratory exercises using a method based on the rough set theory

AbstractThe development of computer network technologies increased the importance of network professional's education and resulted in extensive research in the field of computer science education. Virtual networking laboratories have been very popular in the past few years, especially for training and education of network professionals. These laboratories are emulated computer network environments, based on virtualization technology, and have a number of advantages comparing to classical laboratories. Even with a large number of developed laboratory platforms, there are a small number of attempts to evaluate these systems and to find out how effective they are. This paper presents an approach to the evaluation of the virtual networking laboratory, primarily by the evaluation of its exercises used for a computer‐networking course at the university. We are going to employ an approach based on the relation of indiscernibility and the rough set theory in order to produce a model based on if–then rules, starting from low‐level data. This model helps to identify the most important parts and eventual mistakes in the evaluated exercises, creating the possibility for their improvement and overall student's achievement as well. © 2009 Wiley Periodicals, Inc. Comput Appl Eng Educ 20: 29–37, 2012

Food Microbiology—Design and Testing of a Virtual Laboratory Exercise

Abstract: A web‐based virtual laboratory exercise in identifying an unknown microorganism was designed for use with a cohort of 3rd‐year university food‐technology students. They were presented with a food‐contamination case, and then walked through a number of diagnostic steps to identify the microorganism. At each step, the students were asked to select 1 of 4 tests. All tests had an associated cost. Feedback was given on selection and once the right test was selected, students were shown the results and could progress. At the end of the exercise, students had determined a number of characteristics of the microorganism. They were then required to identify the organism using a variety of reference material and present a report on the significance of the microorganism identified. A student survey showed they enjoyed the exercise and felt it fulfilled the aims and objectives of the lesson. There was a positive response to its flexible nature and the inclusion of test costs. This virtual laboratory was less expensive and 10 times faster than a traditional laboratory exercise yet achieved the same learning outcomes for students who were already familiar with laboratory techniques. The virtual lab was developed with a generic template that could be used for future lessons.

Artificial Video for Video Analysis

This paper discusses the use of video analysis software and computer-generated animations for student activities. The use of artificial video affords the opportunity for students to study phenomena for which a real video may not be easy or even possible to procure, using analysis software with which the students are already familiar. We will present three example activities: two lab activity “add ons” as well as a complete virtual laboratory exercise.

Web-Based, Interactive Laboratory Experiment in Turbomachine Aerodynamics

Remote laboratory exercises are gaining popularity due to advances in communication technologies along with the need to provide realistic yet flexible educational tools for tomorrow’s engineers. Laboratory exercises in turbomachinery aerodynamics generally involve substantial equipment in both size and power, so the development of remotely controlled facilities has perhaps not occurred as quickly as in other fields. This paper presents an overview of a new interactive laboratory exercise involving aerodynamics in a linear cascade of stator blades. The laboratory facility consists of a high-speed fan that delivers a maximum of 2.5 kg/s of air to the cascade. Traversing pneumatic probes are used to determine pressure profiles at upstream and downstream locations, and loss coefficients are later computed. Newly added equipment includes cameras, stepper motors, and a data acquisition and control system for remote operation. This paper presents the laboratory facility in more detail and includes discussions related to user interface issues, the development of a virtual laboratory exercise as a complement to experiments, and comparative evaluation of virtual, remote, and local laboratory exercises.

Teaching Chromatography Using Virtual Laboratory Exercises

Though deceptively simple to teach, chromatography presents many nuances and complex interactions that challenge both student and instructor. Time and instrumentation provide major obstacles to a thorough examination of these details in the laboratory. Modern chromatographic method-development software provides an opportunity to overcome this, presenting a valuable extension to existing lectures and laboratory sessions. This article describes the pedagogical goals and objectives, as well as the successful implementation, of two virtual laboratory exercises in an undergraduate separation-science course. These differ from conventional simulations in that the user can vary chromatographic parameters while directly observing their effect on the chromatogram without waiting for the latter to develop. These self-paced independent-learning activities give students an improved understanding of the molecular basis of separation in chromatography, reinforcing the connections with fundamental chemical principles. ...

Beverage-Agarose Gel Electrophoresis: An Inquiry-based Laboratory Exercise with Virtual Adaptation

A wide range of literature and experience has shown that teaching methods that promote active learning, such as inquiry-based approaches, are more effective than those that rely on passive learning. Gel electrophoresis, one of the most common laboratory techniques in molecular biology, has a wide range of applications in the life sciences. As such, we chose it as a platform to expose high school and undergraduate students to the active process of scientific inquiry in general, while specifically teaching electrophoresis. First, we optimized DNA electrophoresis in the laboratory by using common beverages instead of standard media (e.g., Tris-based media). Second, we adapted this laboratory process of progressive optimization to a Web-based format in which students had to achieve all the same steps of optimization by performing serial electrophoreses. And third, we evaluated the use of this entirely Web-based virtual laboratory exercise in high school and undergraduate biology courses. Students learned fundamental and practical principles of electrophoresis, while experiencing the essential inquiry-based process of optimizing a technique, and they also enjoyed it. Our findings provide a readily accessible, inexpensive, and intriguing technique for teaching electrophoresis and the progressive optimization of a laboratory technique.

An International Electronic and Interactive Teaching and Life-Long Learning Platform for Gas Turbine Technology in the 21st Century

An interactive learning platform which sets a new standard for electronic learning of gas turbine technology in a global life-long learning perspective is presented (Fig. 1). The platform contains a theoretical section in the form of several pages for each chapter available, with a significant number of related interactive simulations, movies, animations, virtual laboratory exercises, virtual study visits and realistic case studies. A significant background information related to historical development in the field, a display of existing components, nomenclature, multi-lingual dictionary and keywords, as well as questions for self-assessment and exams, an electronic communication group and a database of the user’s “successes and failures,” enhance the learning process in a significant way. The program is intended as a platform for an international collaboration on learning heat and power technology. It can be used both in the classroom as well as for self-studies and is as such well adapted for both university and post-university learning, both on and off campus. Tools to facilitate the introduction of new material exist. It is thus hoped that teachers at different universities can join forces and in a noncompetitive way introduce material which can be shared, instead of developing similar simulations with somewhat different interfaces. The long-term goal of the learning platform is of course that users worldwide will have the possibility to access the best teaching material available from any specialist, and that this material will contain supplementary pedagogical information which will enhance the learning both at a university and a post-university level.