Virtual‐laboratory based learning to improve students’ basic engineering competencies based on their spatial abilities

Abstract

This study aims to determine the effect of learning in Classic Tutorial Virtual Laboratory (CT‐VLab) and Exploratory Tutorial Virtual Laboratory (ET‐VLab) on student learning outcomes, that is, Immediate Memories Learning Outcomes (IM‐LO) and Delayed Memories learning Outcomes (DM‐LO) in essential engineering competencies. Moreover, the moderating role of spatial ability in the form of High Spatial Ability (H‐SA) and Low Spatial Ability (L‐SA) has been examined to assess the change in students learning outcomes. The study used a quasi‐experimental approach with a 4 × 2 factorial design. Purdue Spatial Visualization Test to measure spatial abilities and learning outcomes has been applied using standard test instruments. Moreover, a two‐way Manova analysis was performed. The results showed that CT‐VLab was as good as ET‐VLab in improving IM‐LO learning outcomes, but for DM‐LO, CT‐VLab media was superior in maintaining learning outcomes. In addition, spatial ability showed a linear effect on learning outcomes for IM‐LO and DM‐LO, both in CT‐VLab and ET‐VLab learning. Furthermore, results revealed that for the H‐SA student group, CT‐VLab and ET‐VLab are effective for improving IM‐LO and DM‐LO learning outcomes, but for the l‐SA group, it is recommended to use CT‐VLab.

A Scoping Review of Online Laboratory Learning Outcomes in Engineering Education Research

“…As part of our review efforts, we also noted the types of online laboratories that were discussed in the papers. The different online laboratories used in the literature include VISIR [12], OPTILAB [13], RT-UTM [14], CT-Vlab and ET-Vlab [15]. Total number of articles filtered to relevant databases: 294…”

“…As shown in Figure 2 below, the most prominent of the learning outcomes assessed was knowledge and understanding (N=17, 32.1 %). Most of the papers discussing knowledge and understanding as the learning outcome are connected to the electrical engineering field [12,[15][16][17][18][19]. Other engineering fields that could be identified by the literature review include control engineering [20], biomedical engineering [13], computer engineering [17], mechanical engineering [14,[21][22][23] environmental engineering [21,24], civil/water engineering [25], and industrial engineering [26].…”

“…Summarizing the found publications, we can say that these studies reveal that online and virtual laboratories can improve students' understanding of abstract concepts across various engineering disciplines. In total, we identified N=13 studies that covered perception as a learning outcome [14,15,[18][19][20][21][22][23][26][27][28][29]. The types of students' perceptions as a learning outcome found in the literature cover motivation [27,29], sense of immersion [18], enjoyment [28], the richness of feedback received [21], spatial ability [15], self-regulation [30] and performance [19].…”

“…In total, we identified N=13 studies that covered perception as a learning outcome [14,15,[18][19][20][21][22][23][26][27][28][29]. The types of students' perceptions as a learning outcome found in the literature cover motivation [27,29], sense of immersion [18], enjoyment [28], the richness of feedback received [21], spatial ability [15], self-regulation [30] and performance [19]. Looking at the engineering fields that discuss perception as a learning outcome are mechanical/mechanical engineering [14,[21][22][23], electrical engineering [15,18,19], industrial engineering [26], and other STEM fields such as biotechnology/food technology [30], general, no further specified engineering [27,29] and general sciences [15,28].…”

“…Other learning outcomes such as social and scientific communication skills are also represented across diverse engineering fields, including control engineering [20], mechanical/manufacturing engineering [22], civil/water engineering [25], and industrial engineering [26]. In total, N= 8 the examined studies discussed social and scientific communication skills [15,20,22,[25][26][27]. The learning outcomes of analytical skills and practical skills were assessed in the fields of control engineering [20], electrical engineering [19], and biotechnology/food technology [30,31].…”