Virtual labs: A new tool in the education: Experience of Technical University of Madrid

Fernández-Avilés, Daniel; Dotor, Diego; Contreras, Daniel; Salazar, José Carlos Prados

doi:10.1109/rev.2016.7444480

Cited by 20 publications

(5 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Moreover cognitive skills and sensory information processing among students has been significantly influenced by learning, using multimedia-enhanced interactive environments (Achuthan et al, 2015). The innovative approach of virtual labs in different fields of education is well documented (Faour & Ayoubi, 2018;Fernández-Avilés et al, 2016;Tüysüz, 2010). All these studies reveal and underline that virtual labs are an innovative technology that enhance student/teacher's learning, and thus, we regard virtual labs as "innovative" as defined in the 5I framework.…”

Section: Virtual Labs (A) Innovativementioning

confidence: 99%

The 5I’s of Virtual Technologies in Laboratory Teaching for Faculties of Higher Education in Kerala

Bose¹,

Humphreys²

2022

J Sci Educ Technol

View full text Add to dashboard Cite

In this paper, the effectiveness of training faculty in laboratory teaching (the teaching of science in a laboratory setting using experiments and similar exercises) through the use of Information and Communications Technology (ICT)—virtual technologies for faculties in institutions of higher education in the Indian state of Kerala—was evaluated and measured. The efficacy of employing ICT to train teachers in higher education is important, and we have identified 5I factors (innovative, interactive, involvement, informative, and influential) to help ascertain the effectiveness of such technology training during pandemic teaching. The laboratory learning using VL can describe the student’s engagement in the online learning process. This work more specifically identifies how ICT helps in laboratory teaching and identifies the critical pedagogical aspects of the ICT. If the technology has these 5I factors, then it will be an effective teaching method for laboratory learning. Here, we used the ICT-virtual labs in science as the technology to evaluate these five factors. The research first began by conducting an ethnicity profile of science teachers in the middle and high/secondary stages of school consisting of classes VII , IX, and X (i.e., students of ages 11 to 15). To evaluate the use of VL in the 5I framework, the faculties in science were divided into experimental and control groups (n = 101). The experimental group practiced in a virtual lab in the first stage, but the control group did not. Test I was then performed on both groups. In the second stage, both groups practiced with real lab equipment, and test II was conducted on both groups. The tests and other data from the two groups were statistically analyzed using independent t tests. There were notable differences between the experimental and control groups: in terms of time for understanding the concepts behind the experiment, time for doing the experiment, and accuracy in results, with the experimental group performing significantly better. On the other hand, there was no significant difference between the two groups in task completion accuracy. Overall, there was a beneficial transfer of training from the virtual lab exercise to the real lab, with the experimental group’s average score being higher. Supplementary Information The online version contains supplementary material available at 10.1007/s10956-022-09995-8.

show abstract

Section: Virtual Labs (A) Innovativementioning

confidence: 99%

The 5I’s of Virtual Technologies in Laboratory Teaching for Faculties of Higher Education in Kerala

Bose¹,

Humphreys²

2022

J Sci Educ Technol

View full text Add to dashboard Cite

show abstract

“…The results showed that the grades of students who learn within homogeneous groups in virtual labs are better. Al Shehry (2016), Taha (2016) and Fernández-Avilés et al (2016) all indicated that there is a positive impact of using virtual labs on the academic achievement of learners in science subjects.…”

Section: Literature Reviewmentioning

confidence: 99%

The Extent to Which Teachers of Science Subjects Use Virtual Scientific Laboratories during Corona Virus Pandemic: The Reality & Hope

Alebous

2021

Journal for the Education of Gifted Young Scientists

View full text Add to dashboard Cite

show abstract

“…It has many significant advantages: first, the traditional experimental teaching method has notable environmental and material requirements, especially for chemistry and physics experiments. The cost of experimental material consumption and laboratory maintenance is high, and virtual experimental systems provide a cheaper choice than traditional laboratories [7]. Second, some experiments have potential dangers, which virtual experiment teaching has closed in the virtual environment, and solved the problem that traditional teaching is difficult to repeat experiments.…”

Section: Related Workmentioning

confidence: 99%

Research on Intelligent Experimental Equipment and Key Algorithms Based on Multimodal Fusion Perception

Zeng

Feng

et al. 2020

IEEE Access

View full text Add to dashboard Cite

The application of virtual reality technology in science experiment education is a research with practical significance and value in human-computer interaction. However, in some existing education tools based on virtual reality, due to the single interaction mode, the complexity of user intention and the non-physical interaction characteristics brought by virtualization, their experimental teaching ability is limited, resulting in the lack of practical value and popularity. In order to solve these problems, a multimodal interaction model is constructed by fusing gesture, speech and pressure information. Specifically, our tasks include: 1) collecting user input information and time series information to construct basic data input tuples. 2) The basic interaction information is used to identify the user's basic intention, and the correlation degree between the user's intentions is considered to determine the correctness of the current identification intention. 3) It allows users to alternate between multi-channel and single channel interaction. Based on this model, we build a multi-modal intelligent interactive virtual experiment platform (MIIVEP), and design and implement a kind of dropper with strong perception ability, which has been verified, tested, evaluated and applied in the intelligent virtual experiment system. In addition, in order to evaluate this work more effectively, we developed a fair scoring criterion for the virtual experimental system (Evaluation scale of virtual experiment system, ESVES), and invited middle school teachers and students to participate in the verification of the results of this work. Through the user's actual use effect verification and result research, we prove the effectiveness of the proposed model and the corresponding implementation.

show abstract

Virtual labs: A new tool in the education: Experience of Technical University of Madrid

Cited by 20 publications

References 1 publication

The 5I’s of Virtual Technologies in Laboratory Teaching for Faculties of Higher Education in Kerala

The 5I’s of Virtual Technologies in Laboratory Teaching for Faculties of Higher Education in Kerala

The Extent to Which Teachers of Science Subjects Use Virtual Scientific Laboratories during Corona Virus Pandemic: The Reality & Hope

Research on Intelligent Experimental Equipment and Key Algorithms Based on Multimodal Fusion Perception

Contact Info

Product

Resources

About