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Virtual laboratories in education can refer to simulation environments that add a environmental and human touch or to interfaces with real laboratory equipment.
Virtual laboratories in education can refer to simulation environments that add a environmental and human touch or to interfaces with real laboratory equipment.


For example, in the commercial [https://www.labster.com/why-choose-labster/ labster] simulation environment {{quotation|students work through real-life case stories, interact with lab equipment, perform experiments and learn with theory and quiz questions. Thanks to engaging 3D animations, students can explore life science at the molecular level and look inside the machines they are operating.}} (https://www.labster.com/why-choose-labster/ Why choose labster], April 26 2019). The environment can integrate with [[learning management systems]] such as Moodle or edX, i.e. provide scores for the gradebook and allow some tracking.
For example, in the commercial [https://www.labster.com/why-choose-labster/ labster] simulation environment {{quotation|students work through real-life case stories, interact with lab equipment, perform experiments and learn with theory and quiz questions. Thanks to engaging 3D animations, students can explore life science at the molecular level and look inside the machines they are operating.}} (https://www.labster.com/why-choose-labster/ Why choose labster], April 26 2019). The environment can integrate with [[Learning management system|learning management systems]] such as Moodle or edX, i.e. provide scores for the gradebook and allow some tracking.


A study from Bonde et al (2014) <ref> Bonde, M. T., Makransky, G., Wandall, J., Larsen, M. V, Morsing, M., Jarmer, H., & Sommer, M. O. A. (2014). Improving biotech education through gamified laboratory simulations. Nature Biotechnology, 32(7), 694–697. https://doi.org/10.1038/nbt.2955</ref> shows that {{quotation|a gamified laboratory simulation can significantly increase both learning outcomes and motivation levels when compared with, and particularly when combined with, traditional teaching.}}. To assess the learning effectiveness of a gamified crime scene simulation compared with traditional teaching a pre-mid-post design was used. In the first lesson, Group A received a traditional lecture including a group excercise, and Group B performed the crime-scene simulation. All students then received a mid-test comprising the same questions. In the second lesson, conditions were switched: group A did the laboratory simulation, and Group B received the lecture. {{quotation|After the second lesson, all students were administered the test again as a post-test. Students took the test for the fourth time 40 days later as a retention test.}}
A study from Bonde et al (2014) <ref>Bonde, M. T., Makransky, G., Wandall, J., Larsen, M. V, Morsing, M., Jarmer, H., & Sommer, M. O. A. (2014). Improving biotech education through gamified laboratory simulations. Nature Biotechnology, 32(7), 694–697. https://doi.org/10.1038/nbt.2955</ref> shows that {{quotation|a gamified laboratory simulation can significantly increase both learning outcomes and motivation levels when compared with, and particularly when combined with, traditional teaching.}}. To assess the learning effectiveness of a gamified crime scene simulation compared with traditional teaching a pre-mid-post design was used. In the first lesson, Group A received a traditional lecture including a group excercise, and Group B performed the crime-scene simulation. All students then received a mid-test comprising the same questions. In the second lesson, conditions were switched: group A did the laboratory simulation, and Group B received the lecture. {{quotation|After the second lesson, all students were administered the test again as a post-test. Students took the test for the fourth time 40 days later as a retention test.}}
   
   
{{quotation|Students' scores improved by 1.48 standard deviation (s.d.) units from a mean Z score of −1.37 to 0.11 after the laboratory simulation but only by 0.84 s.d. units from −1.20 to −0.36 after traditional teaching at the mid-test sampling point (Fig. 3). The results demonstrate that using the laboratory simulation led to significantly improved learning outcomes (76% higher score) compared with traditional teaching (t (89) = −4.37, P < 0.0005). Effects of combining the simulation with traditional teaching were assessed with the post-test, and the measured learning outcomes were greater than any one of the methods alone (t (90) = −7.49, P < 0.0005.
<nowiki>{{quotation|Students' scores improved by 1.48 standard deviation (s.d.) units from a mean Z score of −1.37 to 0.11 after the laboratory simulation but only by 0.84 s.d. units from −1.20 to −0.36 after traditional teaching at the mid-test sampling point (Fig. 3). The results demonstrate that using the laboratory simulation led to significantly improved learning outcomes (76% higher score) compared with traditional teaching (t (89) = −4.37, P < 0.0005). Effects of combining the simulation with traditional teaching were assessed with the post-test, and the measured learning outcomes were greater than any one of the methods alone (t (90) = −7.49, P < 0.0005.</nowiki>


A study carried out by Toth, Morrow and Ludvico (2009) <ref> Erdosne Toth, E., Morrow, B. L., & Ludvico, L. R. (2009). Designing Blended Inquiry Learning in a Laboratory Context: A Study of Incorporating Hands-On and Virtual Laboratories. Innovative Higher Education, 33(5), 333–344. https://doi.org/10.1007/s10755-008-9087-7</ref> {{quotation|demonstrated a significant effect of the combined learning experience with a virtual DNA lab}} [F (1, 36) = 12.78, p = 0.001, eta-squared = 0.253]. However, the main research question wanted to investigate whether virtual laboratory (VRL) environment or hands-on laboratory (HOL) first is better. {{quotation|text=Which order-condition is more beneficial for students’ knowledge development during inquiry learning when possible differences in prior knowledge are controlled? We hypothesized that there will be no significant difference in students’ learning due to order-condition because the integration of the two environments provides the same overall learning opportunities.}}. The study did not show any order effect in terms of learning. However, qualitative results did show that students prefer working with a virtual environment before the hands-on laboratory.
A study carried out by Toth, Morrow and Ludvico (2009) <ref name=":0">Erdosne Toth, E., Morrow, B. L., & Ludvico, L. R. (2009). Designing Blended Inquiry Learning in a Laboratory Context: A Study of Incorporating Hands-On and Virtual Laboratories. Innovative Higher Education, 33(5), 333–344. https://doi.org/10.1007/s10755-008-9087-7</ref> {{quotation|demonstrated a significant effect of the combined learning experience with a virtual DNA lab}} [F (1, 36) = 12.78, p = 0.001, eta-squared = 0.253]. However, the main research question wanted to investigate whether virtual laboratory (VRL) environment or hands-on laboratory (HOL) first is better. {{quotation|text=Which order-condition is more beneficial for students’ knowledge development during inquiry learning when possible differences in prior knowledge are controlled? We hypothesized that there will be no significant difference in students’ learning due to order-condition because the integration of the two environments provides the same overall learning opportunities.}}. The study did not show any order effect in terms of learning. However, qualitative results did show that students prefer working with a virtual environment before the hands-on laboratory. {{Quotation|text=Students’ reflections clearly indicated that they recognized the benefits of using a VRL due to the (a) added illustration of the mechanisms of the movement of different-size (small, medium, and large) DNA fragments, (b) the ease and speed of experimental design, and (c) the process of automation which helped them synthesizes their knowledge without the error common in the HOL environment. Students also noted the benefits of the real-life HOL environment which helped them learn (a) the manual skill of loading DNA without puncturing the gels, (b) the effects of their erroneous reversal of the positive and negative poles, and (c) the effects a variety of measurement and design errors that can contribute to the interpretation of results.}} <ref name=":0" />
 
=== Design of virtual laboratories ===
Wästberg et al. (2019) <ref>Stahre Wästberg, B., Eriksson, T., Karlsson, G., Sunnerstam, M., Axelsson, M., & Billger, M. (2019). Design considerations for virtual laboratories: A comparative study of two virtual laboratories for learning about gas solubility and colour appearance. Education and Information Technologies, 24(3), 2059–2080. <nowiki>https://doi.org/10.1007/s10639-018-09857-0</nowiki></ref> analyse and present observations gained through the work on two web-based virtual laboratories developed with [[Flash]] technology - the [http://esi.stanford.edu/gasesinwater/gasesinwater15.htm Gas Laboratory] and the [http://dvfl.portal.chalmers.se/ Virtual Colour Laboratory] .


== Links ==
== Links ==
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* [http://algorithmicbotany.org/ Algorithmic Botany]. Includes plant modeling software called the [http://algorithmicbotany.org/lstudio/flyer.pdf Virtual Laboratory (PDF flyer)]. It consists of domain-dependent simulation programs, experimental units called objects that encompass data files, tools that operate on these objects, and a reference book
* [http://algorithmicbotany.org/ Algorithmic Botany]. Includes plant modeling software called the [http://algorithmicbotany.org/lstudio/flyer.pdf Virtual Laboratory (PDF flyer)]. It consists of domain-dependent simulation programs, experimental units called objects that encompass data files, tools that operate on these objects, and a reference book


* [Virtual Playground http://www.hitl.washington.edu/research/playground/]
* [http://www.hitl.washington.edu/research/playground/<nowiki> Virtual Playground]</nowiki>
* Lewis, D. I. (2014). The pedagogical benefits and pitfalls of virtual tools for teaching and learning laboratory practices in the biological sciences. ''The Higher Education Academy: STEM''. [https://www.heacademy.ac.uk/system/files/resources/the_pedagogical_benefits_and_pitfalls_of_virtual_tools_for_teaching_and_learning_laboratory_practices_in_the_biological_sciences.pdf (PDF)] list a number of virtual laboratories (until 2012) with links. These are listed in the appendix and some are also discussed in the text.


== References ==
== References ==
=== Bibliography ===
* Achuthan, K., Francis, S. P., & Diwakar, S. (2017). Augmented reflective learning and knowledge retention perceived among students in classrooms involving virtual laboratories. ''Education and Information Technologies, 22'', 2825–2855.
* Achuthan, K., Kolil, V. K., & Diwakar, S. (2018). Using virtual laboratories in chemistry classrooms as interactive tools towards modifying alternate conceptions in molecular symmetry. ''Education and Information Technologies, 23'', 2499–2515.  <nowiki>https://doi.org/10.1007/s10639-018-9727-1</nowiki>.


* Campbell, B., Collins, P., Hadaway, H., Hedley, N. and Stoermer, M. (2002). Web3D in Ocean Science Learning Environments: Virtual Big Beef Creek. In Proceedings of the 2002 Web3D Symposium [http://www.hitl.washington.edu/pubs/redirect.php?refno=355 HTML Abstract/ PDF Full paper]
* Campbell, B., Collins, P., Hadaway, H., Hedley, N. and Stoermer, M. (2002). Web3D in Ocean Science Learning Environments: Virtual Big Beef Creek. In Proceedings of the 2002 Web3D Symposium [http://www.hitl.washington.edu/pubs/redirect.php?refno=355 HTML Abstract/ PDF Full paper]
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* Jensen, N., Seipel, S., von Voigt, G., Raasch, S., Olbrich, S. & Nejdl, W. (2004). Development of a Virtual Laboratory System for Science Education and the Study of Collaborative Action. In P. Kommers & G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2004 (pp. 2148-2153). Chesapeake, VA: AACE. [http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=12775 Abstract/HTML/PDF]
* Jensen, N., Seipel, S., von Voigt, G., Raasch, S., Olbrich, S. & Nejdl, W. (2004). Development of a Virtual Laboratory System for Science Education and the Study of Collaborative Action. In P. Kommers & G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2004 (pp. 2148-2153). Chesapeake, VA: AACE. [http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=12775 Abstract/HTML/PDF]
* Lewis, D. I. (2014). The pedagogical benefits and pitfalls of virtual tools for teaching and learning laboratory practices in the biological sciences. ''The Higher Education Academy: STEM''. https://www.heacademy.ac.uk/system/files/resources/the_pedagogical_benefits_and_pitfalls_of_virtual_tools_for_teaching_and_learning_laboratory_practices_in_the_biological_sciences.pdf
* Toth, E. E. (2009). “Virtual inquiry” in the science classroom: What is the role of technological pedagogical content knowledge? ''International Journal of Communication Technology in Education''.
[[Category:Virtual environments]]
[[Category:Virtual environments]]
[[Category: Simulation environments]]
[[Category: Simulation environments]]
=== References cited with footnotes ===
<references />

Revision as of 15:36, 26 April 2019

Draft

Definition

  • “A Virtual Laboratory is a heterogeneous distributed problem solving environment that enables a group of researchers located around the world to work together on a common set of projects.” ( LESTER, retrieved 12:52, 30 June 2006 (MEST))

See also: simulation, virtual environment, Probeware, microworlds

Virtual laboratories for research

A virtual laboratory would allow scientists in a number of different physical locations, each with unique expertise, computing resources, and/or data to collaborate efficiently not simply at a meeting but in an ongoing way. Effectively, such a project would extend and pool resources while engendering orderly communication and progress toward shared goals. For example, a group of astronomers and computer scientists at the supercomputing centers in the U.S. are attempting to share experiments and knowledge about the origin of the universe. Shared visualizations of alternative possibilities could conceivably suggest additional or refined alternatives. Virtual laboratories are also envisioned for the design and manufacturing of complex systems such as airplanes and for studying and forecasting weather patterns.

(Internet2 - Whatis, retrieved 11:48, 30 June 2006 (MEST))

Virtual laboratories in education

Virtual laboratories in education can refer to simulation environments that add a environmental and human touch or to interfaces with real laboratory equipment.

For example, in the commercial labster simulation environment “students work through real-life case stories, interact with lab equipment, perform experiments and learn with theory and quiz questions. Thanks to engaging 3D animations, students can explore life science at the molecular level and look inside the machines they are operating.” (https://www.labster.com/why-choose-labster/ Why choose labster], April 26 2019). The environment can integrate with learning management systems such as Moodle or edX, i.e. provide scores for the gradebook and allow some tracking.

A study from Bonde et al (2014) [1] shows that “a gamified laboratory simulation can significantly increase both learning outcomes and motivation levels when compared with, and particularly when combined with, traditional teaching.”. To assess the learning effectiveness of a gamified crime scene simulation compared with traditional teaching a pre-mid-post design was used. In the first lesson, Group A received a traditional lecture including a group excercise, and Group B performed the crime-scene simulation. All students then received a mid-test comprising the same questions. In the second lesson, conditions were switched: group A did the laboratory simulation, and Group B received the lecture. “After the second lesson, all students were administered the test again as a post-test. Students took the test for the fourth time 40 days later as a retention test.”

{{quotation|Students' scores improved by 1.48 standard deviation (s.d.) units from a mean Z score of −1.37 to 0.11 after the laboratory simulation but only by 0.84 s.d. units from −1.20 to −0.36 after traditional teaching at the mid-test sampling point (Fig. 3). The results demonstrate that using the laboratory simulation led to significantly improved learning outcomes (76% higher score) compared with traditional teaching (t (89) = −4.37, P < 0.0005). Effects of combining the simulation with traditional teaching were assessed with the post-test, and the measured learning outcomes were greater than any one of the methods alone (t (90) = −7.49, P < 0.0005.

A study carried out by Toth, Morrow and Ludvico (2009) [2] “demonstrated a significant effect of the combined learning experience with a virtual DNA lab” [F (1, 36) = 12.78, p = 0.001, eta-squared = 0.253]. However, the main research question wanted to investigate whether virtual laboratory (VRL) environment or hands-on laboratory (HOL) first is better. “Which order-condition is more beneficial for students’ knowledge development during inquiry learning when possible differences in prior knowledge are controlled? We hypothesized that there will be no significant difference in students’ learning due to order-condition because the integration of the two environments provides the same overall learning opportunities.”. The study did not show any order effect in terms of learning. However, qualitative results did show that students prefer working with a virtual environment before the hands-on laboratory. “Students’ reflections clearly indicated that they recognized the benefits of using a VRL due to the (a) added illustration of the mechanisms of the movement of different-size (small, medium, and large) DNA fragments, (b) the ease and speed of experimental design, and (c) the process of automation which helped them synthesizes their knowledge without the error common in the HOL environment. Students also noted the benefits of the real-life HOL environment which helped them learn (a) the manual skill of loading DNA without puncturing the gels, (b) the effects of their erroneous reversal of the positive and negative poles, and (c) the effects a variety of measurement and design errors that can contribute to the interpretation of results.” [2]

Design of virtual laboratories

Wästberg et al. (2019) [3] analyse and present observations gained through the work on two web-based virtual laboratories developed with Flash technology - the Gas Laboratory and the Virtual Colour Laboratory .

Links

Examples

  • Algorithmic Botany. Includes plant modeling software called the Virtual Laboratory (PDF flyer). It consists of domain-dependent simulation programs, experimental units called objects that encompass data files, tools that operate on these objects, and a reference book
  • [http://www.hitl.washington.edu/research/playground/ Virtual Playground]
  • Lewis, D. I. (2014). The pedagogical benefits and pitfalls of virtual tools for teaching and learning laboratory practices in the biological sciences. The Higher Education Academy: STEM. (PDF) list a number of virtual laboratories (until 2012) with links. These are listed in the appendix and some are also discussed in the text.

References

Bibliography

  • Achuthan, K., Francis, S. P., & Diwakar, S. (2017). Augmented reflective learning and knowledge retention perceived among students in classrooms involving virtual laboratories. Education and Information Technologies, 22, 2825–2855.
  • Achuthan, K., Kolil, V. K., & Diwakar, S. (2018). Using virtual laboratories in chemistry classrooms as interactive tools towards modifying alternate conceptions in molecular symmetry. Education and Information Technologies, 23, 2499–2515.  https://doi.org/10.1007/s10639-018-9727-1.
  • Campbell, B., Collins, P., Hadaway, H., Hedley, N. and Stoermer, M. (2002). Web3D in Ocean Science Learning Environments: Virtual Big Beef Creek. In Proceedings of the 2002 Web3D Symposium HTML Abstract/ PDF Full paper
  • Froitzheim, Konrad (), Communication Technologies for Virtual Laboratories HTML (does not really address the core problem, but looks at communication tools for participants).
  • R. Giegerich, D. W. Lorenz, ViSeL: An interactive Virtual Laboratory for DNA Sequencing, Tagungsband zum Workshop "Multimedia-Systeme" im Rahmen der GI-Jahrestagung 1998, S.53-S.65, Magdeburg, Hrsg.: H.J. Appelrath, D. Boles, K. Meyer-Wegener, 09/1998. Word
  • Jensen, Nils, Gabriele von Voigt, Wolfgang Nejdl, Stephan Olbrich (2004), Development of a Virtual Laboratory System for Science Education, Interactive Multimedia Electronic Journal of Computer-Enhanced Learning, 6 (2). HTML.
  • Jensen, N., Seipel, S., Nejdl, W. & Olbrich, S. (2003) CoVASE --Collaborative Visualization for Constructivist Learning. CSCL Conference 2003, (pp. 249-253).

References cited with footnotes

  1. Bonde, M. T., Makransky, G., Wandall, J., Larsen, M. V, Morsing, M., Jarmer, H., & Sommer, M. O. A. (2014). Improving biotech education through gamified laboratory simulations. Nature Biotechnology, 32(7), 694–697. https://doi.org/10.1038/nbt.2955
  2. 2.0 2.1 Erdosne Toth, E., Morrow, B. L., & Ludvico, L. R. (2009). Designing Blended Inquiry Learning in a Laboratory Context: A Study of Incorporating Hands-On and Virtual Laboratories. Innovative Higher Education, 33(5), 333–344. https://doi.org/10.1007/s10755-008-9087-7
  3. Stahre Wästberg, B., Eriksson, T., Karlsson, G., Sunnerstam, M., Axelsson, M., & Billger, M. (2019). Design considerations for virtual laboratories: A comparative study of two virtual laboratories for learning about gas solubility and colour appearance. Education and Information Technologies, 24(3), 2059–2080. https://doi.org/10.1007/s10639-018-09857-0