Interactive Personalised STEM Virtual Lab Based on Self-Directed Learning and Self-Efficacy

Ghergulescu, Ioana; Moldovan, Arghir-Nicolae; Muntean, Cristina Hava; Muntean, Gabriel‐Miro

doi:10.1145/3314183.3323678

Cited by 8 publications

(4 citation statements)

References 7 publications

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“…VL was found to be more effective for improving difficult concepts and scientific inquiry self-efficacy (Husnaini and Chen 2019). Ghergulescu et al (2019) developed an interactive VL that offers personalized features for students. The authors evaluated students' VL performance using self-directed learning (SDL) and self-efficacy (SE).…”

Section: Introductionmentioning

confidence: 99%

Virtual experimental platforms in chemistry laboratory education and its impact on experimental self-efficacy

Kolil

Muthupalani

Achuthan

2020

Int J Educ Technol High Educ

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Self-efficacy is an important determinant in successfully attempting a task. In the area of education, self-efficacy plays a crucial role in causing behavioral changes, resulting in enhanced performance over the course of learning. In chemistry education, students often develop anxiety towards performing experiments due to the perceived negative outcomes resulting from lack of understanding and improper experimentation. This anxiety negatively impacts the self-efficacy of students in performing laboratory experiments. We define student-held beliefs about their experimental skills as 'experimental self-efficacy' (ESE), and examine the four prominent factors that impact ESE in chemical laboratories. Through the development of an instrument, this work characterizes ESE and the impact of pre-laboratory interventions such as exposure to virtual laboratories (VL) on ESE and conceptual knowledge of students. Furthermore, analysis using statistical techniques such as t-tests and dissimilarity matrices reveal the positive impact of VL in enhancing students' ESE.

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Section: Introductionmentioning

confidence: 99%

Virtual experimental platforms in chemistry laboratory education and its impact on experimental self-efficacy

Kolil

Muthupalani

Achuthan

2020

Int J Educ Technol High Educ

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“…Thereby, that the learners have a strong positive learning environment when exposed to the innovative strategy mobile virtual laboratory as based on the weighted mean of 4.57. it also portrayed the studies of Husnaini & Chen (2019). And Ghergulescu et al (2019) that virtual laboratory was more efficient in developing challenging concepts and scientific inquiry self-efficacy and creating an interactive learning that provides learners with customized features in learning science concepts. In the course of investigation in Table 4, the study hypothesized that there is Significant difference that exists between the pretest and posttest results using the mobile virtual laboratory as innovative strategy in teaching chemistry, the data collected were subjected to analysis of t-test to determine the extent difference between the means of two data on the variables under study.…”

Section: Resultsmentioning

confidence: 99%

Mobile Virtual Laboratory as Innovative Strategy to Improve Learners’ Achievement, Attitudes, and Learning Environment in Teaching Chemistry

Samosa¹

2021

IJMABER

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As our world becomes more technologically advanced, research suggests that technology-rich learning environments support students as well. Mobile Virtual Laboratories can be used to replicate physical laboratories and augment the incorporation of technology inside science classrooms in an attempt to provide students with laboratory experiences that would not otherwise be available in high school settings. This study measured the effectiveness of mobile virtual laboratory as innovative strategy to improve learners’ achievement, attitudes, and learning environment in teaching chemistry. The study utilized one-group pretest–posttest design. The innovative strategy is calculated using this design by measuring the difference between the pretest and posttest scores, attitudes and learning environment in teaching chemistry. The study revealed that the utilization of the innovative strategy mobile virtual laboratory in teaching chemistry showed that learners have a strong positive attitude. More so, the learners have a strong positive learning environment when exposed to the innovative strategy mobile virtual laboratory based on the six domain of learning environment in teaching chemistry. As shown by the significantly higher mean in the posttest than in the pretest, the innovative strategy mobile virtual laboratory had a positive impact on the learners' achievement. Consequently, the learners exposed to the mobile virtual laboratory in teaching chemistry are significantly differ in pretest and posttest results. The findings of this study have the potential to reassure educational professionals, contribute to the body of research within the field of chemistry achievement, attitudes, and learning environment, and encourage further research into the efficacy of mobile virtual laboratories as a teaching tool.

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“…However, the existing virtual laboratories lack personalized functions. Ghergulescu et al [13] introduced an interactive scientific virtual laboratory architecture, enabling students to create experiments and to practice at their own pace. With the help of an artificial intelligence paradigm, Munawar et al [14] proposed an intelligent virtual laboratory using a pedagogical agent-based cognitive architecture.…”

Section: A Virtual Teachingmentioning

confidence: 99%

A Design of Smart Beaker Structure and Interaction Paradigm Based on Multimodal Fusion Understanding

et al. 2020

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Virtual chemistry experiment is an important teaching tool in middle schools. It can not only help students understand the experimental principles, but also help them memorize the experimental procedures. However, there are still some problems in virtual chemistry experiments. First, in existing research, user intentions are often misunderstood and cannot be accurately understood. Second, the existing research fail to identify the user's wrong actions, which reduce the accuracy of the experiment. Third, the user sense of operation and realism is not strong during the experiment, which reduces the user's experience. Finally, the lack of navigation guidance for experimental operations increases user learning time. In order to solve these problems. This paper proposes a scheme for establishing an intelligent navigational chemical laboratory based on multimodal fusion. First of all, we design a new smart beaker structure with perceptual ability, which can be used to complete most chemical experiments and give users a real sense of experience. Besides, we propose a multimodal fusion understanding algorithm, which reduces the misidentification of the experiment and better understands the real intention of the user. Finally, intelligent navigation and wrong behavior recognition functions are added to the experimental equipment, which improves the efficiency of human-computer interaction. The results show that Compared with the existing virtual laboratory or system, the chemical laboratory scheme proposed in this paper through multimodal fusion understanding algorithm greatly reduces the user's memory load and improves the success rate of the experiment. Moreover, through the combination of virtual and real, the virtual chemistry experiment not only improves the authenticity of the operation, but also stimulates the students' interest in learning, which is well received by users.

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Interactive Personalised STEM Virtual Lab Based on Self-Directed Learning and Self-Efficacy

Cited by 8 publications

References 7 publications

Virtual experimental platforms in chemistry laboratory education and its impact on experimental self-efficacy

Virtual experimental platforms in chemistry laboratory education and its impact on experimental self-efficacy

Mobile Virtual Laboratory as Innovative Strategy to Improve Learners’ Achievement, Attitudes, and Learning Environment in Teaching Chemistry

A Design of Smart Beaker Structure and Interaction Paradigm Based on Multimodal Fusion Understanding

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