Virtual laboratory

The educational technology and digital learning wiki
Jump to navigation Jump to search

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 Template:Quote (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.

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

References

  • 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).
  • 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. Abstract/HTML/PDF
  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. 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