- DOI: 10.18178/ijiet.2022.12.2.1598
- Corpus ID: 245524789
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Effectiveness of Virtual Laboratories in Science Education: A Meta-Analysis
- Marc Lancer Santos , M. Prudente
- Published in International Journal of… 2022
- Education, Computer Science
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- Rosli M Saleh N Ali A Bakar S Alshammari S Johar S (2023) Understanding the Stress of Online Learning Among University Students 2023 IEEE 12th International Conference on Engineering Education (ICEED) 10.1109/ICEED59801.2023.10264005 (79-84) Online publication date: 29-Aug-2023 https://doi.org/10.1109/ICEED59801.2023.10264005
- Valguarnera S Landoni M (2023) Design with and for Children: The Challenge of Inclusivity Universal Access in Human-Computer Interaction 10.1007/978-3-031-35681-0_11 (171-184) Online publication date: 23-Jul-2023 https://dl.acm.org/doi/10.1007/978-3-031-35681-0_11
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Home ⇛ international journal of multidisciplinary: applied business and education research ⇛ vol. 2 no. 11 (2021), development of virtual laboratory simulation: e-scilab on waves for grade 7 science.
John Tongco | Wesley Clarke Silvederio | Pamela Joy Salanawon | Justine Mercado
Virtual Laboratory Simulation (VLS) enhances student understanding, retention of concepts, and promotes active learning through direct visualization and manipulation of computer animations. This study aimed to develop a VLS with complementary manual for Grade 7 physics that can be utilized by the teachers to address the needs of the students in the new normal learning. The developed VLS is composed of a Teacher’s Instructional Manual and Student’s Learning Manual. The study used Research and Development approach with the ADD (Analysis, Design, and Development) model as the instructional method. These allows the researchers to analyze the need of VLS, identify the design of VLS, and develop the VLS. The VLS was evaluated based on the content quality with a mean of 4.68, technical quality with 4.65, and instructional quality with 4.57. The results for the complementary activity manual in terms of the content quality is a mean of 4.62, the technical quality with 4.54, and the instructional quality with 4.55. The result showed that the developed VLS together with the complementary activity manual satisfied the quality components and attained the intended standards. It is recommended that evaluation of the effectiveness of VLS through pilot tests in public and private schools.
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Design and implementation of a virtual laboratory for physics subjects in moroccan universities.
1. Introduction
2. online scientific experimentations and laboratories, 2.1. the potential of online experimentation to ensure sustainability for science education, 2.2. related work.
- Implementing a virtual laboratory is a low-cost solution, no equipment is needed for performing the experimentations, all the development work and the implementation are done by the computer;
- Deploying the virtual laboratory resources is guaranteed through using a Moodle platform;
- Performing practical activities through a virtual laboratory is a cheap and sustainable solution;
- Increasing the learners’ motivation and their ability to self-study;
- Accessing the virtual laboratory by learners is allowed at all times and places; also, it supports the learners’ simultaneous connections, which means that multiple learners can do the same experiment at the same time.
3. Materials and Methods
3.1. analysis, 3.2. design, 3.3. development.
- The teaser presented the background, objectives, and the different parts of the practical activity;
- Laboratory video showed the hands-on activity performed in the physical laboratory with real materials and equipment;
- Theoretical resources offered a summary of the theoretical course and focused on the parts concerning the practical activity;
- MCQs provided learners the possibility to do a self-assessment of laws and equations presented in the theoretical course, which will be used in the practical activity;
- Simulation files included the experimental protocol, and the operating mode, for providing a laboratory working environment like to the real one;
- Assessment activity or the simulation report presented the tasks and exercises that the learner should answer during and after performing the practical activity.
3.4. Implementation
3.5. evaluation, 4. case study: the virtual practical activity of the prism, 4.1. optical prism, 4.2. the virtual practical activity of the prism.
- Investigation 1: study of the path of a light ray by a prism and the determination of prism equations.
- Investigation 2: study of the deviation by a prism and the determination of the minimum angle of deviation (Dm).
- Investigation 3: study of the dispersion of light by a prism.
4.3. The Sequence of Carrying Out a Virtual Practical Activity
4.4. the learner activities tracking, 5. results and discussion, 5.1. the developed virtual laboratory, 5.2. learner satisfaction, 5.3. teachers’ opinions.
- Developing and adding other virtual activities to cover the entire physics course;
- Adapting and adjusting the simulations for the smartphone’s screen;
- Updating the platform to the new version of Moodle;
- Improving the platform ergonomics;
- Diversifying disciplines;
- Generalizing and formalizing the experience in an institutional way.
6. Conclusions
Author contributions, institutional review board statement, informed consent statement, data availability statement, acknowledgments, conflicts of interest.
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Click here to enlarge figure
Moodle Activities and Resources | Description |
---|---|
Lesson | The lesson activity module enables to delivery of the content and practice activities in exciting and flexible ways. It is used to create a linear set of content pages or instructional activities that offer a variety of paths or options for the learner. It offers the possibility to progress to the next page, be taken back to a previous page, or be redirected down a different path entirely according to the learner’s answer or choice, and also on how the lesson activity was developed. |
File | The file module is used to display the simulation file created in the EJSS. It is used also to provide the theoretical resources, the simulation operating mode, and the experimental protocol in Word and Pdf format. |
URL | The URL module is used to provide a web link to teasers and laboratory videos that were put in a Google Drive repository. |
Quiz | The quiz activity is used to create the MCQs for the self-assessment of some parts of the theoretical course. |
Assignment | The assignment activity module is used to collect the learner’s simulation report by typing the answers directly into the text editor and to provide grades and feedback. |
Forum | The forum activity module is used to enable learners to have asynchronous discussions. |
The Different Resources of the Prism Virtual Activity | ||
---|---|---|
Theoretical resources | Teaser | MCQ |
Experimental protocol & Simulations report | Laboratory video | |
Operating mode | Simulation | Assessment activity |
Simulations Developed for the Mechanics Module | Manipulation Title | Objective of the Virtual Practical Activity |
---|---|---|
Simple pendulum | Determine the period of a simple pendulum and study the influences of the mass and length of the wire on this period and prove the theoretical relationship between the period and the length of the wire. Finally, deduce the acceleration of gravity and the mass of the earth. | |
Static and dynamic study of springs | Discover and demonstrate the movement of an elastic pendulum, identify and measure the amplitude and period of the oscillations, and determine the spring stiffness constant by two methods: static and dynamic. Also, study a mechanical system composed of two springs in parallel or series and verify the Archimedes thrust on an object immersed in a liquid. | |
Conservation of mechanical energy | Study the evolution of kinetic, potential, and mechanical energies over time. Also, understand the principle of total energy conservation through studying the conservation or not of mechanical energy: (a) for the free fall of an object and the fall into a fluid, and (b) for an oscillating system with or without dissipation. |
Simulations Developed for the Thermodynamics Module | Manipulation Title | Objective of the Virtual Practical Activity |
---|---|---|
Calorimetry | Determine the mass heat of a liquid and a solid by calorimetric methods, which are: (a) the mixing method for solids, (b) the electrical method for liquids. | |
Measurement of the adiabatic coefficient γ of gas | Study the characteristics of various reversible thermodynamic transformations of a perfect gas. Also, determine the value of the adiabatic coefficient of a perfect gas. | |
Thermal machines | Discover and understand the operation of a thermal machine operating between two heat sources. |
Simulations Developed for the Electricity Module | Manipulation Title | Objective of the Virtual Practical Activity |
---|---|---|
Resistance measurements | Demonstrate Ohm’s law through an experiment. Also, study the variation in the intensity of the electric current flowing through a resistor in terms of the voltage U at its terminals. Finally, plot the characteristic U = f (I) of the resistance graphically. | |
Wheatstone bridge | Become familiar with measuring devices, and measure an unknown resistance. | |
Cathodic oscilloscope | Become familiar with the use of the oscilloscope as a measuring instrument used both in the laboratory and in industry. |
Simulations Developed for the Optics Module | Manipulation Title | Objective of the Virtual Practical Activity |
---|---|---|
Diopter | Study the refraction and reflection of light as it passes between two media with different indices. Find the laws of reflection and refraction. Also, study the refraction from a less refractive medium to a more refractive medium and vice versa. Finally, highlight the phenomenon of total reflection. | |
Prism | Study the propagation of a light ray: the refraction, reflection, deviation, and dispersion of white light by the prism and the determination of the prism equations. | |
Focometry | Visualize the position and size of the image according to the position of the object and verify the magnification relationship. Also, verify the conjugate relation of a lens. Finally, determine, by different methods, the focal length of a thin converging lens and a diverging lens. |
I Don’t Know | No! Not at All | Medium | Yes! Perfectly | |
---|---|---|---|---|
Was the novelty of the work environment motivating for you? | 1.67% | 4.17% | 17.50% | 76.67% |
Was it easy to access the platform? | 3.33% | 2.50% | 36.67% | 57.50% |
Was it easy to register on the platform? | 2.50% | 5% | 16.67% | 75.83% |
Was it easy to navigate in the platform? | 4.17% | 8.33% | 26.67% | 60.83% |
Were all of the platform’s activities functional and easily accessible? | 6.67% | 5% | 13.33% | 75% |
Did the pre-test support the learning of theoretical knowledge? | 3.33% | 11.67% | 30% | 55% |
Was the proposed activity on the knowledge test clearly organized and achievable? | 6.67% | 5.83% | 41.67% | 45.83% |
Was the proposed activity proposed on the simulation report clearly organized? | 7.50% | 5% | 20.83% | 66.67% |
Was the proposed activity on the assessment test clearly organized? | 5.83% | 8.33% | 26.67% | 59.17% |
Were the simulation instructions for the practical activities clear and sufficient? | 7.50% | 3.33% | 24.17% | 65% |
Was the simulation understandable, making it possible to approach the experimental conditions and assimilate the theoretical aspects? | 9.17% | 3.33% | 30% | 57.50% |
Did the assessment focus on the skills/knowledge taught? | 7.50% | 5.83% | 24.17% | 62.50% |
Was the average duration of a practical work suitable? | 8.33% | 2.50% | 42.50% | 46.67% |
Did the platform meet your expectations? | 5.83% | 10% | 41.67% | 42.50% |
Have these virtual practical activities been beneficial to you? | 6.67% | 5% | 20.00% | 68.33% |
Not at All | Rather No | Rather Yes | Absolutely | |
---|---|---|---|---|
Was the novelty of the work environment motivating for the learners? | 0% | 0% | 40% | 60% |
Was the virtual learning environment well structured? | 0% | 0% | 40% | 60% |
Are all of the platform’s activities functional and easily accessible? | 0% | 0% | 47% | 53% |
Were the virtual activities well structured? | 0% | 3% | 37% | 60% |
Did the content of the virtual hands-on activities support the learning of theoretical knowledge? | 0% | 3% | 17% | 80% |
Was the simulation understandable, allowing you to approach the experimental conditions and assimilate the theoretical aspects? | 0% | 3% | 27% | 70% |
Were the additional resources very helpful? | 0% | 0% | 23% | 77% |
Was it easy to navigate the platform? | 0% | 0% | 40% | 60% |
Did the platform meet your expectations? | 0% | 0% | 37% | 63% |
In the absence of the first year physics laboratory activities, were these virtual activities useful for learners? | 0% | 0% | 20% | 80% |
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Share and Cite
El Kharki, K.; Berrada, K.; Burgos, D. Design and Implementation of a Virtual Laboratory for Physics Subjects in Moroccan Universities. Sustainability 2021 , 13 , 3711. https://doi.org/10.3390/su13073711
El Kharki K, Berrada K, Burgos D. Design and Implementation of a Virtual Laboratory for Physics Subjects in Moroccan Universities. Sustainability . 2021; 13(7):3711. https://doi.org/10.3390/su13073711
El Kharki, Khadija, Khalid Berrada, and Daniel Burgos. 2021. "Design and Implementation of a Virtual Laboratory for Physics Subjects in Moroccan Universities" Sustainability 13, no. 7: 3711. https://doi.org/10.3390/su13073711
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EFFECTIVENESS OF VIRTUAL LABORATORY AS INNOVATIVE STRATEGY IN IMPROVING STUDENT'S LEARNING OUTCOMES IN PHYSICS THE PROBLEM AND ITS SETTING Background of the Study
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People live in an era characterized by the quick development of technology. It has invaded the educational procedure and is providing us with many opportunities to develop and transformed the progress of education vastly. Technology is slowly taking place in teaching and learning process (Stickler et al, 2010). With the advancement of ICT, teaching and learning process provides interactive knowledge environment by using animations and simulations for abstract topic, where students become vigorous in their learning and provide opportunities for students to construct and understand difficult concepts more simply especially in science subjects. There is no doubt that today everyone intuitively believes that multi-media technology can be fruitfully used to ease the process of acquiring new experiences and skills and at the same time opens up numerous opportunities to experiment with new knowledge.
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