Virtual Biology Laboratory (VLab-Bio): Scenario-Based Learning Approach

Muhamad, Murniza; Zaman, Halimah Badioze; Ahmad, Azlina

doi:10.1016/j.sbspro.2012.11.395

Cited by 23 publications

(12 citation statements)

References 7 publications

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“…The VRS environments are generally classified based on the type of technology employed in the development of the VRS. This classification ranges from 'fully immersive', in which the user is secluded from the effects of the real world, to 'non-immersive' VR environment or the desktop VR environment, in which the user is still conscious of the outside visual world (Muhamad, Zaman, and Ahmad 2012). In recent years, the field of VR has grown enormously and the practical applications of VR technology have been reported in many fields.…”

Section: (Page Number Not For Citation Purpose)mentioning

confidence: 99%

A chemistry laboratory platform enhanced with virtual reality for students’ adaptive learning

Agbonifo¹,

Sarumi²,

Akinola³

2020

Research in Learning Technology

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In recent years, virtual reality system (VRS) has become more prominent among many researchers due to its capacity of providing as close as possible to real-life experience for users from diverse fields of life, such as tourism, academics, manufacturing and medicine. In this study, we present an VRS for the titration experiment in a chemistry laboratory to enable students to learn the titration experiment in a virtual laboratory environment before proceeding to the chemistry wet lab. The virtual chemistry laboratory environment was developed using the Unity Real-Time Development Platform, and the Microsoft SQL Server was used for the database to enable easy assessment of the student performance after the experiment. To evaluate our VRS, we tested it among 50 students (25 high school and 25 first-year undergraduate chemistry students). We collate their user’s experience through a structured questionnaire, and the responses from the students show that 60% agreed that it was helpful, 66% easy to interact with and 54% strongly agreed that it improved learning. Therefore, it is evidence that the proposed VR-enabled chemistry laboratory platform could be used to improve the understanding of chemistry titration practical process among students.

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Section: (Page Number Not For Citation Purpose)mentioning

confidence: 99%

A chemistry laboratory platform enhanced with virtual reality for students’ adaptive learning

Agbonifo¹,

Sarumi²,

Akinola³

2020

Research in Learning Technology

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“…For delivering learner from novices to be experts, is needed the scenario based learning, which use the interactive scenarios for supporting the active learning strategies such as a problem-based or a case-based learning (Errington, 2003). It can be a promising tool to help students acquire knowledge in science (Muhamad et al, 2012). A familiar scenario based e-learning is a learning model that can accommodate a mix between PBL and CTL with the support of information and communications technology in developping domain knowledge, and a high level of knowledge procedures together (Meier et al, 2008;Haigh, 2007;Huang, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

Scenario Based E-Learning in Electrical Engineering Education

Tambunan¹,

Dalimunte²,

Silitonga³

2017

IES

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The scenario based e-learning in Electrical Engineering Education Learning (EEEL) was developed by covering the scope and characteristics of all subjects and the competence unit of graduates in the field of pedagogy, professional, social and personality, with url addresed http://jpte-ft-unimed.edu20.org. The scenario incorporates the concept of Problem Based Learning (PBL) and Contextual Teaching Learning (CTL), by supporting of Information Communication Technology (ICT) to establish the competence of the students, from beginners to become proficient, as the teachers of electrical engineering, and the electrical technicians. Based on the analysis, it obtained the students' learning motivation, the lecturers' attitude in teaching, and the students' learning outcome are tend to be high, and the competence of the students who used the model are better than not use.

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“…Even games can function as valid models for the wider community (Szell & Thurner, 2010). A gamebased virtual laboratory is fun, challenging, provides experience and also entertainment (Muhamad et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Bio-VLab: Virtual Laboratory Based on Android Educational Game

Najiyah

Dwisandi

Maulana

et al. 2021

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Virtual reality has a lot of potentials to be applied in the field of education and learning, known as virtual learning. For some learning activities there is quite a lot of interest in research about virtual learning. However, at present there is little virtual learning in the packaging of a virtual laboratory based on an Android educational game that presents a series of practical activities as a form of verification or confirmation of concepts learned by students. For this reason, this research aims to develop Bio-VLab, a game-based android mobile application, by adopting some of the ADDIE development procedures covering the analysis and design stages. Technical analysis was carried out descriptively qualitatively based on prototypes generated from the design of the development including initial appearance, class choices, list of materials, learning objectives, display of teaching aids, and practical content.

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Virtual Biology Laboratory (VLab-Bio): Scenario-Based Learning Approach

Cited by 23 publications

References 7 publications

A chemistry laboratory platform enhanced with virtual reality for students’ adaptive learning

A chemistry laboratory platform enhanced with virtual reality for students’ adaptive learning

Scenario Based E-Learning in Electrical Engineering Education

Bio-VLab: Virtual Laboratory Based on Android Educational Game

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