Game on: immersive virtual laboratory simulation improves student learning outcomes & motivation

Abstract

The use of gamified learning interventions is expanding in postsecondary education as a means to improve students' motivation and learning outcomes. Virtual laboratory simulations have been used in science education to supplement students' learning, as well as to increase engagement with course material. Due to COVID‐19, many instructors sought to replace or supplement hands‐on ‘wet‐lab’ work in an online environment. In this paper, we explored how the use of head‐mounted display technology in two laboratory simulations impacts learner motivation and learning outcomes. We used a mixed‐methods approach to analyze the experience of 39 undergraduate participants, examining test scores pre‐ and postsimulation, qualitative feedback, and quantitative experience ratings. The head‐mounted display technology was described as easy to use, with eye strain identified as a common occurrence. Participants had increased test scores following the laboratory simulations, with no significant difference between simulation groups. Very positive self‐reported measures of motivation and learner engagement were documented. Ninety‐one percent of participants agreed that virtual reality laboratory simulation would be a good supplement to regular teaching modalities. Overall, our results suggest that immersive virtual reality laboratory simulations experienced through head‐mounted display technology can be used to enhance learning outcomes and increase learner motivation.

Online laboratory simulations as a pedagogy to reduce anxiety and build confidence for student success

“…Academic tutors often concentrate on the achievement of learning outcomes and assessment performance as a way of measuring success of both the course curriculum and students' knowledge and skills acquisition. Virtual Laboratory simulations have an established pedagogy of successfully fostering knowledge and skills attainments Makransky & Petersen, 2019;Tripepi, 2022;Tsirulnikov et al, 2023). Concerns about the use of online only science courses focus on the applicability of skills for laboratory work.…”

“…The incorporation of MCQ assessments as gatekeepers to simulation progression, coupled with instant feedback, ensures student engagement, and allows them to monitor their progress and identify areas for improvement (Makransky et al, 2020). The use of Labster simulations in hybrid delivery improves student learning outcomes and motivation when compared to traditional lecturestyle instruction (Tsirulnikov et al, 2023). Engagement in Labster simulations resulted in higher levels of motivation, self-efficacy, and learning outcomes (Tsirulnikov et al, 2023).…”

“…The use of Labster simulations in hybrid delivery improves student learning outcomes and motivation when compared to traditional lecturestyle instruction (Tsirulnikov et al, 2023). Engagement in Labster simulations resulted in higher levels of motivation, self-efficacy, and learning outcomes (Tsirulnikov et al, 2023). The ability to demonstrate laboratory training and the ability to operate in a laboratory-based environment is central to the external validation of many practice-based degrees, such as the role of biomedical scientists in the UK.…”

“…In this study, we used Phenomenological Grounded Theory (Noble & Mitchell, 2016), in which we explored the experiences of students that had used online virtual simulations of laboratory procedures, such as Labster, in their learning journey. We sought to explore the meaning students attach to their experience of support for practical science delivered through simulations of key scientific techniques (Ortiz et al, 2016;Tsirulnikov et al, 2023;Wismer et al, 2021). The principles of Grounded Theory were used to construct in-depth interviews with participants in which we gathered detailed data about their experiences.…”

The Impact of Virtual Reality Technology on Student Engagement and Learning Outcomes in Higher Education

“…One of the most compelling features of VR technology is its potential to enhance student engagement [8]. Traditional lectures and textbooks can sometimes struggle to captivate the attention of students, leading to decreased engagement.…”