A Comparative Study of Educational Laboratories from Cost & Learning Effectiveness Perspective

Interaction between cognitive styles and genders when using virtual laboratories and its influence on students of health college’s laboratory skills and cognitive load during the Corona pandemic

“…Second, VLs are low-cost solutions for laboratory experiments. Expensive, complicated, and dangerous experiments can be simulated safely in virtual environment settings ( Achuthan and Murali 2015 ). Third, remote labs are used as complementary tools for in-person laboratory education ( Diwakar et al., 2016 ).…”

The Evaluation of a Hybrid, General Chemistry Laboratory Curriculum: Impact on Students’ Cognitive, Affective, and Psychomotor Learning

“…Some studies have reported greater conceptual understanding among students from using virtual experiments as a result of these elements , and others. − Students have the ability to work independently and at their own pace when using virtual materials. When paired with traditional laboratory experiences, they can also help students prepare beforehand to avoid commonly made mistakes. , Virtual laboratory experiments can serve as low-cost alternatives in situations where resources do not allow for completion of their traditional counterparts or where it would be dangerous to do so. , Virtual laboratories can provide flexibility for institutions facing disruptions to their normal course offerings and schedules. For example, the Department of Chemistry and Biochemistry at the University of North Carolina Wilmington was recently faced with the loss of its building because of Hurricane Florence .…”

On the Design of Virtual Reality Learning Environments in Engineering

“…Within the engineering field, nowadays VR is being effectively used in engineering education [2][3][4][5] since the use of VR presents several advantages, namely: (i) VR allows simulating in real time the use of otherwise unavailable expensive laboratory equipment [6][7][8][9]; (ii) the use of VR avoids potential damages to a real machine caused by students' misuse during practical classes [9]; (iii) VR solves the difficulty of developing practical classes in a real laboratory environment when the groups are overcrowded [10]; (iv) VR improves the prevention of occupational hazards [11][12][13][14][15]; and (v) VR allows the students to interact with complete manufacturing processes, which would be practically impossible otherwise [16][17][18]. This paper deals with didactic virtual resources designed by means of VR systems.…”