A Comparative Analysis of Virtual and Traditional Laboratory Chemistry Learning.

Abstract

Laboratory experimentation in the context of school science is a widely advocated teaching strategy for the simplification of several abstract scientific concepts. Laboratory-based learning activities have proven to enhance learners' conceptual and procedural understandings of micro chemical phenomena, thus boosting achievement in chemistry content tests. In the South African education landscape where there is inequitable distribution of resources for laboratory-based science learning, this study exploited how available virtual learning resources could also be used for learning chemistry concepts, and further compared student achievement in chemistry content test post intervention with both traditional and virtual laboratory learning resources. In this quasi-experimental study, we provided a group of third-year pre-service science teachers (n=50) with four chemistry concepts to learn using a hands-on traditional (control group) and a virtual laboratory (experimental group) intervention. The same pre and post chemistry content test was administered to control and experimental groups of pre-service teachers (herein also referred to as students), before and after learning interventions, with the aim of assessing students' achievements post-learning in the two different laboratory environments. Tests scores were analysed and the results of a paired-sample t-test showed a statistically significant difference between pre-and post-test results for all groups of students. Using independent sample t-tests, we further compared post-test scores for the control and experimental groups which revealed the mean post-test score of the experimental group (M = 79.36, SD = 8.306), being significantly higher than that of the control group (M = 68.72, SD = 9.076) at t (48) = 4.32, p < .01. The findings from these tests indicated that, students obtained significantly higher achievement scores postlaboratory learning interventions and that virtual laboratory interventions yielded significantly higher achievement scores than traditional laboratory interventions. Based on these findings, the researchers concluded that, laboratory learning has a positive impact on achievement in chemistry and that virtual laboratories provide a worthy complement for traditional laboratories when learning abstract and difficult chemistry concepts. Implications of these findings and some recommendations for practice and research are also discussed herein.

A Large-Scale, Multiplayer Virtual Reality Deployment: A Novel Approach to Distance Education in Human Anatomy

“…In summary, the data suggest that using VR and BanAnatomy resulted in equal knowledge acquisition and retention of anatomical spatial relationships. These findings are further supported by previous studies showing equivalent student outcomes between in-person and online laboratory modules in other subjects [ 53 – 55 ]. Worth mentioning, VR students outperformed 2D students later in the semester, suggesting that level and duration of program usage play a role in student retention using VR as a tool to study human anatomy.…”

“…Several studies have shown that if online STEM modules are intentionally designed and integrated, online students perform equally well compared to F2F instruction [ 36 , 53 – 55 ]. Though limited, previous studies utilizing VR in human anatomy and neuroanatomy have reported similar findings; students learning in VR demonstrate similar outcomes compared with F2F instruction [ 44 – 46 ].…”

Laboratory activities to support online chemistry courses: a literature review

“…This is despite the overwhelming literature reporting that face-to-face and alternative modes of delivery are essentially equivalent. [24][25][26][27][28][29][30][31][32] Over the years, many strategies have been developed and explored for practical work in the sciences that support online and distance learning. They can be grouped into five teaching laboratory types that can potentially be considered by the science educator for inclusion in their course (Fig.…”

Chemistry Teachers’ Perspectives on Virtual STEM Laboratories as Learning Media

“…The material being experimented on was material that did not require various tools and materials. Activities in the laboratory are proven to positively impact student learning outcomes because abstract material can be experimented with [2].…”

“…Understanding chemistry depends on understanding abstract things, so it is not easy to connect various chemical concepts [1]. Abstract material can be studied by conducting experiments or practicum in the laboratory because it is proven that learning in the laboratory positively impacts students' chemistry learning outcomes [2]. Practicum activities in the laboratory make a positive contribution to achieving learning goals [3].…”