“… 34 , 47 , 49 , 50 , 64 , 71 , 74 , 77 , 80 , 82 , 86 , 88 , 90 − 92 , 97 , 106 , 111 , 125 − 127 For example, physical chemistry students at Pennsylvania State University (University Park, PA) who watched videos and analyzed data were noticed by the instructor to copy out mistakes from the lab manual into their reports, despite the experimental video showing a different procedure. 82 Analytical chemistry students who watched videos and analyzed sample data for two laboratories and then did simulations and recorded simulated data for two more laboratories at Lander University (Greenwood, SC) appeared confused about the data, where it came from, what it meant, and how to analyze it, although the students did not appear as confused for the simulated data they recorded themselves. 91 At Alfred University (Alfred, NY), organic chemistry students did a series of “Choose Your Own Adventure”-styled digital laboratories where students made decisions to progress the reaction game along to the simulated experiment’s conclusion; despite having conducted standard experiments before the ERL transition, students repeatedly made the same mistakes within and across “labventures”, struggled with making proper experimental decisions (such as deciding in what order to do steps and which analytical techniques to use), and did not properly interpret provided data.…”