ABSTRACT Trauma-informed design (TID) is an emerging field that builds on trauma-informed care and known design principles to create physical spaces that are supportive of trauma survivors’ need for safety, control, and physical and emotional regulation. Little is known about TID within the context of restorative justice programs and those who are impacted by or involved in violence that is codified as a crime. This mixed-method study explored TID design principles and characteristics for survivors and perpetrators of violence engaged with a trauma-informed restorative justice program and the staff who serve them. By answering questions on an electronic survey, participants designed a space for a hypothetical ‘difficult and emotional conversation.’ In group virtual design labs, participants designed an office space through conversation and by moving images of design features into a blank room layout. Results revealed 10 design elements to consider in the office design: spatial designation, spatial diversity, seating, art, nourishment, nature, lighting, windows, color, and sounds/acoustics. The discussion maps the elements onto eight trauma transformation needs to create a preliminary TID framework.

Technical development and application of a virtual reality-based physics laboratory exercise

Purpose of the study: This study aims to design and validate V-LAMOT, a web-based virtual laboratory for three-phase motor starting simulation. The system is intended to address limitations of physical laboratories by providing an accessible and safe environment while maintaining conceptual accuracy and supporting the development of practical motor control skills. Methodology: The study adopted the Systems Development Life Cycle (SDLC) to develop the V-LAMOT platform using HTML5, CSS, JavaScript, and state-machine modeling. The design was guided by Cognitive Load Theory principles. Data were obtained through expert validation instruments and the System Usability Scale (SUS), and analyzed using Shapiro–Wilk tests, one-sample t-tests, Cohen’s d, and Pearson correlation with 30 students. Main Findings: Expert validation indicated high feasibility, with conceptual accuracy reaching a mean score of 4.50/5. SUS evaluation produced an overall score of 78.83 (“Good”), with learnability scoring highest at 82.00. All usability measures were significantly above the benchmark (p < 0.001) with large effect sizes (d > 0.8). A strong correlation between usability and learnability (r = 0.823) suggested effective cognitive load reduction. Novelty/Originality of this study: This study presents an integrated virtual laboratory that combines state-machine modeling with Cognitive Load Theory-based interface design for three-phase motor control. Unlike conventional simulations, V-LAMOT integrates multiple motor starting methods in one environment and empirically links usability, learnability, and cognitive load reduction, advancing virtual laboratory development through systematic integration of technical accuracy and pedagogical principles.

Bloodstream infection is a time-critical diagnosis; however, the vast geographic distances in rural and remote locations lead to prolonged specimen transport times, which can impact the timeliness and quality of results. In this retrospective observational study, we evaluated the performance and timeliness of the BIOFIRE FilmArray Blood Culture Identification 2 (BCID2) nucleic acid amplification test conducted on positive blood culture broth fluid in two very remote hospital laboratories in the Northern Territory, Australia, and compared the results to conventional testing done in central laboratories in the laboratory network. We reviewed 343 blood cultures, from which 366 organisms were identified, collected between January 2021 and August 2024. In 207/228 (90.8%) blood cultures with at least one pathogen, the clinically significant organism(s) were detected by BCID2. Concordance between BCID2 and conventional identification methods for organisms on the BCID2 panel was 98.3% (95% confidence interval 96.1%-99.4%). Seventy-four organisms isolated had no BCID2 target; of these, 21 were pathogens, 15 of which were Burkholderia pseudomallei. A total of 126 organisms were considered contaminants; 71 (56%) of these were detected by BCID2. Importantly, BCID2 detections preceded conventional identification results by a median of 2.8 days (interquartile range 2.0-3.1 days). The BCID2 panel performed well in the hands of general scientists and substantially improved the timeliness of bloodstream pathogen identification in our setting. The need for additional targets, including B. pseudomallei and common contaminants, was identified.IMPORTANCEBloodstream infection is a life-threatening condition requiring urgent treatment, and blood cultures are the mainstay of diagnosis. Timely incubation and processing of blood cultures maximize yield and clinical utility; however, prolonged specimen transport times in rural areas can impact the quality of results. We investigated the performance and timeliness of a rapid multiplex nucleic acid amplification test (the Blood Culture Identification 2 [BCID2] panel) for detection of bacteria and yeasts in positive blood culture broth fluid in two small remote Australian hospital laboratories. Formal organism identification and susceptibility testing were subsequently conducted in larger, central laboratories. We found that the BCID2 panel detected the clinically significant organism(s) in 90.8% of blood cultures with at least one pathogen, with 98.3% concordance between BCID2 and conventional identification methods for organisms on the panel. BCID2 detections preceded conventional identification by a median of 2.8 days. The assay substantially improved the timeliness of bloodstream pathogen identification in the two remote regions.

The evolution of European and French regulations regarding animal experimentation in higher education has prompted universities to develop alternative methods to animal testing. The University of Angers (France) has created a web-based virtual lab (VL) called ExAVir (https://labua.univ-angers.fr/Projets/exavir/) designed to simulate practical lab work in animal physiology and pharmacology. In this study, we evaluated the perception of ExAVir among third-year undergraduate physiology students at the University of Lyon, France, as a tool for studying vascular physiology. Students completed the VL activity independently and were then asked to fill out a postcourse survey. Of the 268 students enrolled in the course, 197 completed the questionnaire (73.5%). Most students appreciated the VL (65%) and valued the fact that it avoided the use of laboratory animals (90%). A majority (69%) believed that the VL could effectively replace one session of lab work, although 88% stated that it should not replace all hands-on lab activities, as it does not engage the same practical skills. Nevertheless, 71% of students reported a significant improvement in their perceived level of vascular physiology through the use of the VL. We believe that the targeted use of VLs such as ExAVir can be a powerful educational tool, particularly when integrated with traditional wet lab practicals.NEW & NOTEWORTHY Facing evolving European regulations on animal experimentation, universities are turning to innovative teaching tools. Our study explores ExAVir, a virtual lab developed by the University of Angers, used by physiology students at the University of Lyon to learn vascular physiology without animal testing. Most students found the virtual lab engaging, effective, and ethically valuable, highlighting its potential to complement, but not replace, traditional hands-on lab work.

Early and effective rehabilitation is essential to optimize functional recovery and preserve patient autonomy in individuals with motor impairments. Among emerging gait rehabilitation approaches, Virtual Reality (VR) enables the simulation and control of ecologically valid environments and can reproduce complex situations from daily life. However, despite its increasing use for walking, it remains unclear how progressive increase in virtual environment complexity affects locomotor performance. Addressing this gap is essential to improve clinical understanding and ultimately optimize patient rehabilitation and care by understanding the influence of environmental constraints in walking. The aim of this study is to evaluate how increasing the complexity of virtual environments is tolerated by healthy subjects and affects locomotor performance and user immersion. Forty-five healthy volunteers performed flat and slope walking under two real conditions and three immersive VR conditions with increasing complexity. Locomotor parameters were recorded using inertial measurement units. Participants completed tolerance, incarnation and presence questionnaires and performed stability measurements using a baropodometric platform. Tolerance rate was 97.8% and 100%, without falls. No significant differences were observed in the overall questionnaire scores. Walking speed, cadence and stride length decreased significantly in immersions compared with real conditions for flat and sloped walk (p < 0.001). A significant increase in cadence between the virtual laboratory compared to the complex virtual environment was found (+ 2.1 step/min, p = 0.042) during flat walk only. Increasing VR environmental complexity appears to modulate locomotor performance in healthy individuals. Further studies in patient populations are needed to support clinical translation.

Food microbiology education faces significant challenges including prohibitive costs, safety concerns, and limited accessibility, as traditional laboratory-based instruction requires expensive infrastructure, specialized equipment, and stringent biosafety protocols, creating disparities in educational opportunities particularly for resource-constrained institutions. To address these challenges, this study evaluated the effectiveness of AI-enhanced virtual laboratories compared to traditional laboratory instruction in food microbiology education, examining learning outcomes, student engagement patterns, and cost-effectiveness. A convergent mixed-methods quasi-experimental design was employed involving 128 undergraduate students from food science and engineering and food quality and safety programs over 14 weeks. The AI-enhanced platform incorporated intelligent tutoring systems, automated assessment mechanisms, personalized learning pathways, and real-time feedback delivered through machine learning algorithms and natural language processing, with data collection including pre-post knowledge tests, skill evaluations, engagement surveys, and qualitative interviews. The findings revealed that experimental participants achieved significantly higher knowledge acquisition (86.3% vs. 78.6%, P < 0.001, d = 0.80), superior skill development (84.6% vs. 72.8%, P < 0.001, d = 1.17), and enhanced conceptual understanding with 71.6% misconception reduction compared to 36.4% in control groups. Furthermore, three distinct user interaction profiles emerged-systematic explorers (38.5%), targeted users (46.2%), and minimal adopters (15.4%)-with feature utilization patterns strongly predicting learning outcomes (β = 0.68, P < 0.001). Economic analysis demonstrated 80.9% cost reduction while providing unlimited experimental access. These results demonstrate that AI-enhanced virtual laboratories represent transformative educational tools that personalize learning experiences, accelerate skill acquisition, and democratize access to quality food microbiology education, offering viable solutions for resource-constrained institutions while maintaining pedagogical effectiveness.

We highlight the importance of R&amp;D infrastructure for developing future district heating and cooling (DHC) systems, emphasizing the challenges of limited laboratory resources. Recent advances in ICT enable the networking of geographically separated labs, allowing integration of hardware and simulations across thermal and electrical domains. Proof-of-concept studies demonstrate successful remote lab coupling for DHC and hybrid energy networks. Several innovative use cases are presented, including optimizing building-to-substation connections, studying consumer-side regulation, analysing faults in DHC systems, and validating power-hardware-in-the-loop (PHIL) systems. These approaches show the value of combining different R&amp;D infrastructures and suggest stakeholder benefits beyond academia.

Purpose – This study examined the implementation of a hybrid practicum model integrating Trainer Kits and Virtual Laboratories in computer network engineering learning at SMK Telkom Makassar, Indonesia. The study aimed to analyze changes in students’ learning outcomes and examine students’ perceptions of the integrated learning media. Design – A quasi-experimental one-group pretest–posttest design was employed involving 36 vocational students. The intervention was conducted through hybrid practicum sessions in which students performed virtual simulations before implementing configurations using the physical Trainer Kits. Data were collected using cognitive achievement tests and a student perception questionnaire and analyzed using descriptive statistics, normalized gain analysis, and paired-sample t-test. Findings – The results showed a notable improvement in learning outcomes, with the mean score increasing from 54.38 in the pretest to 86.25 in the posttest, resulting in an N-Gain of 0.698, indicating a moderate to high level of learning improvement. Students’ perceptions were also highly positive, with an overall acceptance score of 91.6%. Research implications – However, because the study employed a one-group pretest–posttest design without a control group, the findings should be interpreted as preliminary evidence of improvement following the implementation of the hybrid practicum model. Originality – This study examined the implementation of a hybrid practicum model integrating Trainer Kits and Virtual Laboratories in computer network engineering learning and provides evidence of its potential to improve learning outcomes and student perceptions in vocational education contexts.

This study investigated the comparative effects of virtual chemistry laboratories (VCLs) and the conventional teaching approach (CTA) on science learning among grade 12 learners in rural secondary schools of Limpopo Province, South Africa. Using a quasi-experimental design, learners were divided into an experimental group (VCLs) and a control group (CTA). Achievement in acid-base concepts (ABC) was measured through pre- and post-tests, and data were analyzed using analysis of covariance (ANCOVA) to determine the influence of instructional strategy and gender on performance. The quantitative study involved 115 purposively selected learners (50 males and 65 females) from two schools. A validated 30-item chemistry achievement test, derived from national senior certificate examinations (Department of Basic Education, 2014-2024) with a reliability coefficient of α = 0.81, was administered. Descriptive statistics (mean and standard deviation) were used to address research questions, while ANCOVA tested hypotheses at a 0.05 significance level. Results revealed that learners exposed to VCLs achieved higher post-test mean scores (13.49) than those taught through CTA (9.63). Female learners showed greater mean gains than males across both instructional strategies. The study recommends integrating VCLs into the physical sciences curriculum to enhance academic achievement and promote gender equity in STEM education. It also emphasizes the need for teacher training on VCL implementation and the broader adoption of VCLs in under-resourced schools to strengthen conceptual understanding in ABC.

Extended Reality (XR) technologies offer innovative opportunities to address inequities in laboratory preparation among first-year undergraduate chemistry students, particularly benefiting students from under-served communities. This study presents the development and evaluation of an immersive XR module specifically designed to teach glove hygiene, a critical laboratory safety skill frequently overlooked in traditional high school curricula due to resource constraints. Involving 176 student test cases across diverse institutions, this module integrates active learning and inclusive, equity-driven design principles. A previously piloted VR glove hygiene module revealed significant student enthusiasm but encountered challenges related to nausea during immersive experiences. Addressing this, our refined XR module employs practices for nausea reduction, providing an accessible virtual lab environment with interactive glove hygiene simulations. Preliminary evaluations indicate substantial improvements in students' confidence, reduction in laboratory-related anxiety, and increased engagement, highlighting XR's potential to close preparation gaps. This work underscores the broader impact of XR interventions in STEM education, fostering greater retention and success for underrepresented and first-generation college students.

Agentic AI scientists and the rise of virtual laboratories.

Engineering education in higher education often emphasizes theoretical knowledge over applied practice, leaving graduates underprepared for professional problem-solving. This state-of-the-art review examines recent pedagogical, technological, assessment, and institutional practices in process design engineering to explore how the “E” in STEM is operationalized. Using a purposive sampling of 25 peer-reviewed studies published between 2019 and 2024, the review adopts a state-of-the-art methodology, prioritizing recency, innovation, and relevance to identify emerging trends in experiential learning, technology-enhanced instruction, and institutional support. Findings indicate that capstone projects, laboratory exercises, and simulation-based modules, when combined with iterative, competency-based assessment and guided faculty development, are most effective in fostering applied engineering skills. Institutional investment in resources, virtual laboratories, and industry collaboration further supports scalable, practice-oriented programs. To address persistent challenges such as budget constraints, curriculum rigidity, and reliance on short-term or self-reported outcomes, the review recommends integrating pedagogical, technological, and institutional strategies into coordinated programs that align with professional competencies. Collectively, these evidence-based practices equip graduates with transferable skills, bridge the theory–practice gap, and enhance the strategic value of applied engineering education within contemporary STEM curricula.

Antiphospholipid syndrome (APS) is an autoimmune disorderassociatedwith antiphospholipid antibodies, leading to coagulation imbalance,thrombosis, and obstetric complications. It may occur as a primarycondition or in association with systemic lupus erythematosus (SLE).Patients with APS often require long-term anticoagulation therapy,monitored by prothrombin time (PT) expressed as international normalizedratio (INR). Remote laboratory testing (RLT) devices may improve monitoringby providing faster and more convenient results; however, their accuracyin APS patients remains uncertain. This study aimed to validate arapid and portable device (bSens.INR) for PT/INR measurement in patientswith APS and SLE receiving warfarin, compared to a control group withoutthese conditions. Accuracy, repeatability, and agreement with thestandard laboratory method were evaluated according to establishedguidelines. A total of 40 PT/INR measurements were obtained usingthe bSens.INR and 20 using the standard method. Overall concordancewas 77.5%, with lower agreement in APS/SLE patients (60%) comparedto controls (95%). Approved results showed 100% repeatability. A strongpositive correlation was observed between methods (Spearman r = 0.80, p < 0.0001), while Bland–Altmananalysis indicated a bias of 0.26 INR units. The presence of antiphospholipidantibodies appears to interfere with PT/INR measurements obtainedby the bSens.INR, reducing accuracy in APS and SLE patients. Althoughthe device shows promising performance, its use in autoimmune populationsshould be approached with caution, reinforcing previous findings onthe limitations of RLT in these conditions.

The extensive development of AI- and virtual reality-based technologies in recent years has opened new perspectives on educational tools, making them more immersive and accessible. Bearing in mind that students spend a significant amount of time each day engaging in online and virtual activities (e.g., social networks, computer games, etc.), it is critically important to leverage this and get them interested in science through these kinds of interactive media. This especially refers to fields of science that are traditionally considered demanding to engage in. This paper presents current progress on the development of iMechLab, an interactive virtual laboratory for fundamental mechanics. Our virtual laboratory contains five simulation modules aim at covering different aspects of fundamental problems in mechanics: (1) motion of a rectangular block on a horizontal surface under an external force and friction, (2) motion of a rectangular block down an inclined plane under an external force and friction, (3) a pendulum with adjustable length, mass, and initial angle, (4) a vertically oscillating spring-mass system with damping, and (5) projectile motion under gravity and friction. To realistically emulate system behavior, we developed our own mathematical models based on the laws of mechanics. Users can interactively set the initial parameters for each simulation and observe how the system responds. By combining user input, real-time animations and visualization, and graphical feedback (diagrams that illustrate key aspects of dynamics for selected simulations), iMechLab aims to help future users gain a deeper understanding of mechanical phenomena through an immersive virtual experience.

Students' Critical Thinking Skills are one of the skills needed in the development of 21st-century skills, where students are trained to process and evaluate information objectively, and reach appropriate and effective decisions. This skill can be developed through physics learning, among others. This study discusses how physics learning practices in an effort to develop students' critical thinking skills. This study uses a Systematic Literature Review Approach, with the following steps: 1) searching for articles, 2) selecting articles based on year, 3) selecting articles based on keywords, and 4) selecting articles based on practice. From this process, 135 articles were obtained that were relevant to the title in this study, with details of 53 articles related to the use of learning tools and 82 articles related to the use of learning models. Based on the results of the analysis, it was found that the learning tools most frequently used as support were media (24%), LKPD (19%), and virtual laboratories (15%). The most widely used learning models were PBL (32%), Discovery/Inquiry (18%), and PjBL (11%). Conclusion from this research can be used as a reference for researchers and educators to choose models or learning tools that can be used to develop students' critical thinking skills in physics learning.The approach that has a small percentage in the researcher's findings requires further research to find various possibilities for implementing other learning models that can help in developing students' critical thinking skills.

This study investigated the comparative effects of virtual and physical laboratory instructional approaches on the academic performance of polytechnic students in electric circuits in North-East Nigeria, with particular attention to gender differences and interaction effects. A pre-test–post-test non-equivalent group quasi-experimental design was adopted. The population comprised 554 ND II Electrical/Electronics Engineering students across 12 polytechnics in the region, from which a sample of 194 students was drawn using simple random and purposive sampling techniques. Students were assigned to two experimental groups: Virtual Laboratory and Physical Laboratory. Data were collected using the Electric Circuits Academic Performance Test (ECAPT), adapted from NBTE-moderated ND examination questions and validated by experts, with a reliability coefficient of 0.85. Mean and standard deviation were used to answer research questions, while hypotheses were tested using Analysis of Covariance (ANCOVA) at the 0.05 level of significance. The results revealed that students taught using virtual laboratories achieved significantly higher post-test mean scores than those taught using physical laboratories. A significant difference was also found in the academic performance of male and female students, with males recording slightly higher mean scores. However, the interaction effect of teaching method and gender on academic performance was not significant, indicating that both male and female students benefited similarly from the virtual laboratory approach. The study concluded that virtual laboratories are a more effective and inclusive instructional strategy for teaching electric circuits in polytechnics in North-East Nigeria and recommended their integration into polytechnic engineering curricula to enhance learning outcomes.

The R3 Project (https://proyecto-r3.ingenieria.deusto.es/) was created from the motivation of a group of professors and researchers at the Faculty of Engineering of the University of Deusto to foster scientific vocations in STEM (Science, Technology, Engineering, and Mathematics) among young people from rural areas—that is, to democratize access to experimental science and technology. Its objective is to reduce the educational gap between rural and urban schools by promoting interest in STEM disciplines and ensuring educational equity (SDG 4). Through collaboration between technologists and experts from other disciplines, the project offers an innovative solution that allows students to interact with science without the need for expensive infrastructure. The University of Deusto, a leader in remote laboratories, works with LabsLand to develop this technology, facilitating its implementation in rural schools and enabling teachers and students to carry out real experiments via the Internet. Moreover, the R3 Project promotes sustainability, as experiments are shared among educational centers, optimizing economic resources and reducing environmental impact. The results show a positive impact on students’ motivation and learning, strengthening their connection with science and technology.

Low physics achievement among junior high school students, particularly on the topics of work and energy, indicates the need for more effective instructional strategies. This study examined the effect of a guided inquiry approach assisted by PhET simulations on students’ learning outcomes in Work and Energy. A nonequivalent control group design was employed, involving 30 students in the experimental class and 30 students in the control class. The instrument consisted of 20 multiple-choice items designed to assess students’ understanding of fundamental concepts in Work and Energy. The results showed that the implementation of the PhET-assisted guided inquiry approach significantly improved students’ learning outcomes. This conclusion was supported by the results of an independent t-test and a high effect size. Nevertheless, the study was limited to a single topic and relied solely on quantitative data. Future research is therefore recommended to investigate other physics topics and to incorporate qualitative.

ABSTRACT Digital Twin technology has emerged as a transformative approach for representing and monitoring physical systems through synchronized virtual models. This project presents the design and implementation of an interactive and animated Digital Twin framework developed specifically for computer laboratory system monitoring. The proposed system creates a real-time virtual replica of a physical computer lab by integrating three-dimensional modeling and performance data visualization into a unified simulation environment.The virtual laboratory environment is designed using Blender for detailed 3D modeling and implemented in Unity to enable real-time rendering, animation, and interactivity. Each physical computer system within the laboratory is mapped to a corresponding digital counterpart inside the virtual space. System performance metrics—including CPU utilization, GPU usage, temperature levels, and overall system load—are continuously collected and dynamically visualized through embedded virtual monitors within the Digital Twin environment. These metrics are represented using intuitive visual components such as animated indicators, progress bars, numerical displays, and color-based state variations.