Virtual Laboratory Research Articles

A guided wave propagation method for delamination detection in fiber-metal laminates

This study aimed to assess the delamination detection in FMLs via the finite element (FE) simulations of Lamb wave propagation. An FE model of an FML specimen with [Al/902/Al/902/Al] layup was developed. Delamination damage of 10 and 25 mm diameters was induced between different layers of the FML specimen. The fundamental antisymmetric Lamb wave mode (A0) at 60 kHz and the fundamental symmetric Lamb wave mode (S0) at the frequency of 206 kHz were propagated on the developed FE models. The Lamb wave phase velocity was obtained from the FE models and compared with those obtained from the Lamb wave propagation tests. The sensitivity of the A0 and S0 Lamb wave modes to the delamination and its diameter were examined. The inverse Lamb wave propagation problem was then solved, and the elastic modulus of the FML specimen was estimated in the intact and delamination regions. It was observed that the phase velocity of the S0 Lamb wave mode had a higher sensitivity to the delamination damage compared to that of the A0 Lamb wave mode. The phase velocity of the A0 Lamb wave mode was more sensitive to the delamination diameter. The capability of the proposed simulated Lamb wave propagation method as a virtual lab for detecting delamination in the FMLs was confirmed.

Examining the Implementation of the VLS Momentum Project: A Hybrid Approach to Supporting Foundational Practices in Early Care and Education

AbstractApproximately 40% of the U.S. early care and education (ECE) workforce lacks foundational training in research-based, developmentally appropriate practices for working with young children, which can impact the quality of ECE they can provide. To support young children’s positive developmental trajectories, it is critical that all teachers have access to comprehensive, high-quality ECE professional development that helps translate knowledge into practice. This pilot study examined a community-based pilot of the U.S. Federal Agency Virtual Lab School (VLS) platform for ECE teachers in childcare centers providing publicly funded childcare. The 15-month hybrid professional development intervention (internet-based content paired with individualized coaching) was positively received by teachers. Results show that comprehensive, foundational professional development using a hybrid approach is feasible in community based ECE settings. Teachers cited supportive relationships with their coaches and accommodations made by their centers as key facilitators of progress; time pressures and complications associated with the COVID-19 pandemic were barriers that impeded completion. Giving teachers time and support to complete foundational ECE training may help a greater number of ECE teachers achieve competency, and thus, better support all young children receiving care.

Hybrid Learning Integrated Remote Laboratory: A Pedagogical Strategy for Future Practicum Learning

The hybrid learning integrated remote laboratory, an innovation in educational technology, is a practical and real-time solution that allows students to access and interact with laboratory equipment remotely via the internet network. This research aims to analyze the implementation and effectiveness of this model in an embedded systems practicum course. The study, conducted using a quasi-experimental method, involved 35 students in the experimental group and 36 in the control group. The learning model in the experimental group was implemented with a differentiated approach, allowing students to participate in face-to-face learning in the laboratory or attend online. The technology in this research was built with an interactive user interface in the form of an e-learning integrated remote laboratory application, providing online students with access to learning materials, discussion forums, assignments, chat, video conference, and an online microcontroller coding editor. The use of the online microcontroller coding editor empowers students to create programs and control physical equipment in the laboratory, such as Arduino modules, several sensors, and output devices, remotely and in real-time. Descriptive analysis and t-tests were used to analyze students’ comprehension of the embedded systems course. The test results showed a difference in the average academic achievement of students, with the learning outcomes of the experimental group students being higher than those of the control group. This model, therefore, demonstrates its impact on optimal and practical learning in the embedded system course.

Design and implementation of a Web-Based Remote laboratory for Embedded Systems Course Experiments

Design and implementation of a Web-Based Remote laboratory for Embedded Systems Course Experiments

Connecting affordances of physical and virtual laboratory modes to engineering epistemic practices

Connecting affordances of physical and virtual laboratory modes to engineering epistemic practices

Teachers’ Experiences with the Use of Virtual Laboratories in the Teaching of Physics in Rwandan Secondary Schools: A Survey Design

Laboratory experimentation providing students with hands-on experiences can greatly enhance the teaching and learning of physics. However, traditional hands-on laboratories are very expensive, limiting the possibilities for practical activities. In addition, limited time for laboratory practices prevents teachers and students from conducting laboratory activities properly. A possible solution to these limitations could be the use of virtual laboratories (VLs). The present study was conducted to explore the availability of teaching resources to support experimental work, the use of these resources including VLs and the challenges teachers face in using VLs. An online survey with 107 secondary school physics teachers was used to collect data. The study is framed by the Concerns-Based Adoption Model for teacher use of curriculum innovations. Regarding VLs, a mere 6% of teachers reported regular use, revealing a significant gap in adoption. Challenges identified included a lack of awareness, limited information and communications technology tools and insufficient supporting resources. Cross-item analysis revealed that only 25% of 107 teachers reported having a well-equiped physics laboratory, 45% work without a physics laboratory but with science kits or improvised materials, while 30% have no access to a physics laboratory, science kits or improvised local materials. Thus, for teachers without access to a physics laboratory, science kits or improvised local materials, VLs represent a crucial opportunity to provide learners with a complete laboratory experience. The study recommends tailoring continuing professional development support to address teachers’ concerns regarding the use of VLs. This includes enhancing awareness and providing information for teachers without access to well-equipped physics laboratories, while addressing management concerns for those with or without such resources.

Adding immersive virtual reality laboratory simulations to traditional teaching methods enhances biotechnology learning outcomes

Immersive virtual reality (VR) simulations are increasingly being used in diverse educational and training contexts to supplement traditional learning methods. The high versatility of virtual laboratories allows students to take advantage of many benefits, like experiencing dangerous reactions, time-consuming protocols, or expensive equipment without the necessity of a real science laboratory. However, little research is currently available to support the efficacy and efficiency of this new learning tool. In this context, the main objective of this study was to assess the influence of biotechnology training by using immersive VR technologies on the student’s motivational and learning outcomes as compared with learning with conventional methods only. To this aim we tested two diverse strategies, respectively VR simulations were used in place of or in addition to the teacher’s introductory lesson of a hands-on laboratory experience. Aligned questionaries were administered before and after the proposed activities to assess theoretical knowledge, self-efficacy, interest in biotechnology, and engagement of the participants. We found that when the introductory lesson to a biotechnology hands-on laboratory is replaced with an equivalent immersive VR simulation, the student’s learning outcomes are lower with respect to the traditional approach. On the contrary, when VR simulations are integrated as an additional tool to the existing learning methods, higher learning outcomes were observed demonstrating a deeper understanding of the learning contents. Furthermore, our study showed that learning with immersive VR simulations motivates students more than the traditional methods, thus, using this new technology in addition to the existing educational methods in biotechnology could be considered as a win-win strategy to raise the attention of the students while increasing the learning outcomes.

Towards hybrid technical learning: Transforming traditional Laboratories for distance learning

AbstractThe rise in the number of students pursuing scientific and technical fields, along with the constraints of physical infrastructure and the difficulties posed by the COVID‐19 pandemic, has led to a reassessment of conventional laboratory learning. The shift towards virtual or remote laboratories is not only a response to these challenges but also a chance to enhance educational methodologies in science and engineering. This study aims to develop and evaluate a method for transforming traditional laboratories into distance laboratories for science and engineering education. The focus is on optimizing existing laboratory equipment and integrating low‐cost IoT solutions to facilitate distance experiments while adopting a hybrid learning approach. This approach seamlessly integrates theory, simulations, remote experiments, and reflective activities. The study analyzed a diverse group of students from the electrical engineering discipline, evaluating their engagement, motivation, and learning outcomes. The preliminary results suggest an increase in student motivation and engagement, demonstrating improved analytical capacity and a more comprehensive understanding of experimental concepts. The implementation of IoT solutions in traditional laboratories can transform them into hybrid learning environments. This integration of practical and digital methods can address challenges and improve learning experiences. It emphasizes the importance of evolving teaching practices to engage and motivate students in the digital era.

Study the Influence of a Remote Lab System on Students' Academic Achievement

Study the Influence of a Remote Lab System on Students' Academic Achievement

A 3-D interactive microbiology laboratory via virtual reality for enhancing practical skills

Virtual Reality (VR) laboratories are a new pedagogical approach to support psychomotor skills development in undergraduate programmes to achieve practical competency. VR laboratories are successfully used to carry out virtual experiments in science courses and for clinical skills training in professional courses. This paper describes the development and evaluation of a VR-based microbiology laboratory on Head-Mounted Display (HMD) for undergraduate students. Student and faculty perceptions and expectations were collected to incorporate into the laboratory design. An interactive 3-dimensional VR laboratory with a 360° view was developed simulating our physical laboratory setup. The laboratory environment was created using Unity with the (created) necessary assets and 3D models. The virtual laboratory was designed to replicate the physical laboratory environment as suggested by the students and faculty. In this VR laboratory, six microbiology experiments on Gram staining, bacterial streaking, bacterial motility, catalase test, oxidase test and biochemical tests were placed on the virtual platform. First-year biomedical science students were recruited to evaluate the VR laboratory. Students’ perception of the virtual laboratory was positive and encouraging. About 70% of the students expressed they felt safe using the VR laboratory and that it was engaging. They felt that the VR laboratory provided an immersive learning experience. They appreciated that they could repeat each experiment multiple times without worrying about mistakes or mishaps. They could personalise their learning by concentrating on the specific experiments. Our in-house VR-based microbiology laboratory was later extended to other health professions programmes teaching microbiology.

Alternative Virtual Lab-Based Practical Learning Model to Improve Scientific Attitude and Science Process Skills

A virtual laboratory is computer software that has the ability to perform mathematical modeling of computer devices presented in the form of simulations. Virtual laboratories are not a substitute for real laboratories, but are used to complement and improve the weaknesses of real laboratories. This research aims to determine the effect of virtual labs on science education students' scientific attitude abilities and science process skills in science courses. The design of this research is a repeated pre-experiment without a control class, with a one-group and pretest-posttest design. The sample in this study was 60 students of the science education study program at Makassar State University, Indonesia, used as experiment 1 group A (n = 30), experiment 2 group B (n = 30). Two groups (experiment 1 and experiment 2) were tested with a pretest and posttest. Each group uses a virtual lab-based practical model (PbVLab). Scientific attitudes and scientific skills were measured using multiple choice tests before and after treatment. The mixed method ANOVA statistical test was used to determine how effective the use of PbVLab was in improving scientific attitudes and science process skills. The results of testing research based on Within-Subjects Effects showed that there was no difference between the pretest-posttest scores for scientific attitudes and scientific skills (F = 0.00; p < 0.05) in each group. The results of the pairwise comparison showed a significance value of <0.05, and there was a significant increase in the pretest-posttest scores for scientific attitudes and science process skills in each group. The effect size results (partial eta squared) show that experimental group 1 experienced an increase in scientific attitudes by 52%; science process skills 53%, experimental group 2 scientific attitudes 54% and science process skills 56%. So, it can be concluded that experimental group 1 and experimental group 2 (PbVab model) provide the most effective contribution to improving scientific attitudes and science process skills.

Smart Education: An Emerging Teaching Pedagogy for Interactive and Adaptive Learning Methods

Smart education, which incorporates technology to enhance teaching and learning, offers several advantages that can benefit both students and educators. Personalization: Smart education can adapt to individual students' needs and learning styles. It offers personalized learning paths, allowing students to progress at their own pace and receive targeted support in areas where they need it most. Smart education can be accessed from virtually anywhere with an internet connection, making learning more accessible to students regardless of their location. This is especially valuable for remote or underserved communities. Technology-enhanced learning often includes interactive elements, multimedia, and gamification, which can increase student engagement and motivation. Interactive simulations and virtual labs can make complex concepts more approachable. Smart education platforms provide immediate feedback to students, helping them understand their mistakes and guiding them toward improvement. This immediate feedback loop can accelerate the learning process. Smart education allows for flexible learning schedules. Students can access materials and complete assignments at their convenience, making it easier to balance education with work or other responsibilities. Digital resources, including videos, animations, and interactive simulations, can provide a richer and more dynamic learning experience compared to traditional textbooks. Smart education systems collect and analyze data on student performance. Educators can use this data to identify struggling students, track progress, and adjust their teaching methods accordingly.

Application and Exploration of Artificial Intelligence in Teaching and Learning in Private Colleges and Universities

The rapid advancement of artificial intelligence technology across various sectors has sparked profound transformation in the field of education, particularly in the realms of pedagogy and administration within private higher education institutions. The discourse delves into the specific applications of AI educational aids in both classroom instruction and post-class learning, encompassing intelligent tutoring systems, virtual laboratories, and personalized learning recommendation systems, among others. Furthermore, it addresses the utilization of AI-driven question-answering systems, automated homework grading systems, and speech recognition technology. In terms of educational administration, it investigates the integration of intelligent student information systems, learning trajectory tracking systems, as well as course resource recommendation systems and teaching evaluation systems. The aim of the article is to furnish educators with valuable insights to enhance teaching quality and administrative efficiency, thereby promoting the intelligent development of private higher education institutions.

Organizational and management features of activity Virtual scientific biographical laboratory

Organizational and management features of activity Virtual scientific biographical laboratory

Can policy packaging help overcome Pigouvian tax aversion? A lab experiment on combining taxes and subsidies

Tax aversion makes it politically challenging to introduce Pigouvian taxes. One proposed solution to overcome this resistance is to package policies. Using an online lab experiment, we investigate whether combining a tax and a subsidy is perceived as more acceptable than the tax or the subsidy alone. The purpose of the policies is to reduce demand for a good with a negative externality to the socially optimal level. We find that support for a combination of a tax and a subsidy equals the simple average of support for the two instruments alone. Combining a tax and a subsidy therefore does not reduce tax aversion. We examine potential mechanisms behind the tax aversion. Participants believe they will receive a lower share of the tax revenue when the tax is implemented alone than when it is combined with a subsidy, i.e. the participants in the tax alone group hold more pessimistic beliefs about the tax revenue. We also find that the participants expect the tax to be more effective in reducing demand for the good with a negative externality than both the subsidy alone and the combinations of tax and subsidy. This belief does not, however, translate into support for the tax.

Bibliometric Analysis: Interactive Learning Model Assisted by Digital Technology

The world of education is evolving rapidly alongside technological advancements, demanding educators to adapt to the changing times and leverage technology. Consequently, various teaching models have emerged, prompting an analysis to evaluate their effectiveness. This study employs meta-analysis, drawing data from multiple scholarly journals, to assess existing teaching models. Such models are indispensable in education, particularly in school settings. Notable examples include ASSURE, POE, ARIAS, PBL, virtual labs, and technology-based approaches such as online platforms like WhatsApp, Google Classroom, and YouTube applications. Each teaching model exhibits distinct characteristics, allowing educators to integrate or select them according to specific needs. This analysis aims to empower educators to make informed decisions regarding the adoption and customization of teaching models.

Toward Building a Virtual Laboratory to Investigate Rainfall Microphysics at Process Scales

Abstract A 3D numerical model was built to serve as a virtual microphysics laboratory (VML) to investigate rainfall microphysical processes. One key goal for the VML is to elucidate the physical basis of warm precipitation processes toward improving existing parameterizations beyond the constraints of past physical experiments. This manuscript presents results from VML simulations of classical tower experiments of raindrop collisional collection and breakup. The simulations capture large raindrop oscillations in shape and velocity in both horizontal and vertical planes and reveal that drop instability increases with diameter due to the weakening of the surface tension compared with the body force. A detailed evaluation against reference experimental datasets of binary collisions over a wide range of drop sizes shows that the VML reproduces collision outcomes well including coalescence, and disk, sheet, and filament breakups. Furthermore, the VML simulations captured spontaneous breakup, and secondary coalescence and breakup. The breakup type, fragment number, and size distribution are analyzed in the context of collision kinetic energy, diameter ratio, and relative position, with a view to capture the dynamic evolution of the vertical microstructure of rainfall in models and to interpret remote sensing measurements. Significance Statement Presently, uncertainty in precipitation estimation and prediction remains one of the grand challenges in water cycle studies. This work presents a detailed 3D simulator to characterize the evolution of drop size distributions (DSDs), without the space and functional constraints of laboratory experiments. The virtual microphysics laboratory (VML) is applied to replicate classical tower experiments from which parameterizations of precipitation processes used presently in weather and climate models and remote sensing algorithms were derived. The results presented demonstrate that the VML is a robust tool to capture DSD dynamics at the scale of individual raindrops (precipitation microphysics). VML will be used to characterize DSD dynamics across scales for environmental conditions and weather regimes for which no measurements are available.

Adoption of decentralized trial elements in cancer clinical trials supporting FDA approvals during COVID-19.

e13802 Background: The COVID-19 pandemic significantly disrupted the conduct of cancer clinical trials. Facilitated by emergency FDA guidance, many sponsors integrated decentralized clinical trial (DCT) elements to prioritize patient safety and maintain access. The FDA’s Oncology Center of Excellence, in collaboration with the Clinical Trials Transformation Initiative (CTTI), assessed the adoption of DCT elements in registrational cancer clinical trials conducted during the pandemic that resulted in an FDA approval. Methods: CTTI sent trial sponsors a recruitment email with a link to an online survey and the name of the trial that resulted in an FDA approval. Sponsors were asked to select the DCT elements used in that trial prior to and in response to the pandemic, challenges faced when implementing these approaches, and the likelihood of using the approaches in the future. Data were collected from December 6, 2022 to January 17, 2023. Descriptive statistics were used to summarize sponsor responses. Results: Out of 52 eligible studies, 19 surveys were completed from 13 unique sponsors (37%; 12 pharmaceutical companies and 1 chose not to disclose). Sixty-three percent of sponsors identified as a large pharmaceutical company with a market cap of over $10 billion. The majority of cancer clinical trials (89%) occurred both in the United States and abroad, with almost all sponsors (95%) incorporating at least one DCT element during the pandemic. The most widely adopted DCT elements were remote site monitoring (89%), telemedicine (68%), remote laboratory assessments (63%), remote distribution of investigational product (58%) and local imaging assessments (47%). The main challenges in implementing DCT elements included site institutional policies (83%), site challenges with technology adoption (61%) and site regulatory restraints (56%). Many sponsors intend to incorporate some degree of decentralization in future cancer clinical trials, with remote site monitoring (95%), remote collection of patient-reported outcomes (68%), telemedicine (68%), and electronic informed consent (58%) being deemed "highly likely" or "likely" for future adoption. Conclusions: The COVID-19 pandemic accelerated the use of DCT elements in cancer clinical trials. This study represents the first systematic evaluation of the use of DCT elements in cancer clinical trials intended for regulatory submission and provides proof of concept that cancer trials with DCT elements can generate data suitable for FDA review and marketing approval. The appropriate use of DCT elements holds promise to expand clinical trial access and reduce patient burden. Further characterization and mitigation of clinical site-level challenges is warranted to encourage continued adoption of DCT elements in cancer clinical trials.

Challenges in Technical Education in Bolivia During COVID-19 Pandemic

This research delves into the profound effects of the COVID-19 pandemic on technical and technological education within Bolivia’s Higher Education sub-sector, particularly focusing on Technical and Technological Training Institutes. The interruption of practical teaching, inherent in the curriculum of these institutes, due to stringent containment measures imposed by the Bolivian State since 2020, has presented significant challenges for both educators and students. Through a comprehensive examination employing interviews, surveys, and focus groups, the study identifies key concerns such as limited internet access, insufficient ICT proficiency, and pedagogical hurdles specific to technical subjects. The transition to virtual learning has widened the pedagogical gap in technical education, exacerbated by disparities in technological resources, particularly impacting rural educators and those teaching practical courses. Economic vulnerability among technical professionals, especially in the informal sector, underscores the necessity for financial literacy and access to credit. As Bolivia moves towards resuming in-person classes, the study advocates for sustained teacher training in ICTs, development of virtual labs for practical subjects, and targeted social programs to support vulnerable technical professionals.

Взаимосвязь инновационных и классических методик профессиональной направленности обучения физике в техническом вузе

The introduction of two forms of conducting a laboratory workshop in physics for students for engineering and technology studies in the sphere of marine heat and power engineering, electrical equipment and automation means is considered to the process of studying at the Federal State Budget Educational Institution of Higher Education “Astrakhan State Technical University”. The possibility of developing students' working skills in natural conditions with industrial devices and an engineering approach taking into account the multifactorial conditions of the experiment as an independent work in the framework of the workshop of technical creativity Applied Physics organized at the Department of General Engineering Disciplines and Ground Transport is shown. The formation of the professional orientation of interdisciplinary connections of students of the specialty Thermal Power Engineering and Heat Engineering is illustrated by the example of the development of the laboratory work Determination of the specific heat capacity of metals. The advantages of virtual laboratory work and the possibility of their use on the educational portal of the “Astrakhan State Technical University”, built on the Moodle virtual learning environment, are examined. An example of creating a virtual laboratory work Studying the law of conservation of momentum is considered. It is theoretically proved that the introduction of these types of work into the educational process in physics contributes to the optimally effective formation of general professional competencies and the professional orientation of students' education. The importance of introducing these types of laboratory work into the educational process of physics at the university for the development of students' analytical abilities, creativity and innovation, which is a prerequisite for studying of modern engineers in demand in the labor market in a rapidly changing world, is shown.