Keywords
Labster
educational process
study of chemistry
blended learning
How to Cite
Abstract
Immersive virtual labs represent a digital paradigm in education that meets the needs and preferences of today’s students. The main advantage is the ability to conduct laboratory and practical work in the physical absence of educational equipment or the inability to use it, which is especially important in the context of martial law restrictions in Ukraine. The article analyzes the experience of using the Labster web platform, which provides virtual laboratory simulations of natural sciences. The virtual laboratory was used in the educational process of Lutsk National Technical University when teaching chemical disciplines in the autumn semester of the 2023-2024 academic year.
The virtual simulation tasks "Introduction to Groups of the Periodic Table" were offered to students as an alternative option for extracurricular independent work. 146 1st year students were registered, of which 99 (67.8%) completed the test, and 47 (32.2 %) partially passed it. The results of the surveys are presented, the first was conducted immediately after work, the second was a questionnaire on the comprehensibility of the content and the perception of the usefulness of Labster modeling – about three weeks after the completion of the Labster simulation.
Based on the analysis of the answers of students, the main advantages of using a virtual laboratory are established - gaining new educational experience, improving the knowledge and digital skills of students. Virtual simulations increased students' engagement and confidence. The advantage of working in a virtual laboratory is personalized learning. The main obstacles to using Labster are highlighted: low level of English proficiency (Labster does not involve the use of Ukrainian content) and insufficient digital skills to navigate in the virtual space.
It is recommended to use virtual simulations not as a substitute for classroom practical exercises, but as a modern tool to supplement them.
References
D. A. Karnishyna, T. V. Selivanova, P. P. Nechypurenko, T. V. Starova and V. G. Stoliarenko, “The use of augmented reality in chemistry lessons in the study of “Oxygen-containing organic compounds” using the mobile application Blippar”, J. Phys.: Conf. Ser., 2288, 012018, 2022. doi: 10.1088/1742-6596/2288/1/012018/.
L. Ya. Midak, I. V. Kravets, O. V. Kuzyshyn, L. V. Baziuk and Kh. V. Buzhdyhan, Specifics of using image visualization within education of the upcoming chemistry teachers with augmented reality technology, J. Phys.: Conf. Ser., 1840, 012013, 2021. doi: 10.1088/1742-6596/1840/1/012013.
P. Nechypurenko, O. Evangelist, T. Selivanova and Ye. Modlo, “Virtual Chemical Laboratories as a Tools of Supporting the Learning Research Activity of Students in Chemistry While Studying the Topic «Solutions»”, CEUR Workshop Proceedings, 2732, 984–95, 2020.
P. P. Nechypurenko, S. O. Semerikov, and O. Y. Pokhliestova, “Cloud technologies of augmented reality as a means of supporting educational and research activities in chemistry for 11th grade students”, Educ. Technol. Q., vol. 2023, no. 1, pp. 69–91, Jan. 2023. doi: 10.55056/etq.44.
B. S. Pizarro, E. P. Izquierdo, C. A. Vázquez, M. A. Cascón, V. Negri, “Quantitative Analysis of the Perception and Impact on Learning with the Use of Virtual Simulation Platforms in Undergraduate Students”, In EDULEARN22 Proceedings, pp. 5926-5933. IATED, 2022. doi: 10.21125/edulearn.2022.1391..
J. D. Sack, & B. Nieves, “Labster”, The American Biology Teacher, vol. 85 (1): 55, 2023. doi: https://doi.org/10.1525/abt.2023.85.1.55.
M., Fakhri, P. Kalff, “The Flipped Lab: Reimagining Science Education With Next-Generation Virtual Laboratories”, in EDULEARN16 Proceedings, pp. 2890-2890. IATED, 2016.
G. Testa, “Here’s What College & University Students Say about Labster: 2023 Survey Results”.: [Електронний ресурс]. Доступно: https://www.labster.com/blog/what-students-say-2023
“Device & Technical Tips”. [Електронний ресурс]. Доступно: https://help.labster.com/en/collections/681650-device-technical-tips
M. Tripepi, “Microbiology laboratory simulations: from a last-minute resource during the Covid-19 Pandemic to a valuable learning tool to retain—a semester microbiology laboratory curriculum that uses Labster as prelaboratory activity”, J. of Microbiol. & Biol. Educ., 23(1), e00269-21, 2022. doi: https://doi.org/10.1128/jmbe.00269-21.
S. Stauffer, A. Gardner, D. A. K. Ungu, A. López-Córdoba, M. Heim, “Labster Virtual Lab Experiments: Basic Biology”, Springer, 2018. doi: https://doi.org/10.1007/978-3-662-57996-1.
W. H. Yap, M. L. Teoh, Y. Q. Tang, B. H. Goh, “Exploring the use of virtual laboratory simulations before, during, and post COVID‐19 recovery phase: An Animal Biotechnology case study”, Biochemistry and Molecular Biology Education, 49(5), pp. 685-691, 2021. doi: https://doi.org/10.1002/bmb.21562(in English).
L. E. De Vries, M. May, “Virtual laboratory simulation in the education of laboratory technicians–motivation and study intensity”, Biochem. and Molec. Biol. Educ., 47(3), pp. 257-262, 2019. doi: https://doi.org/10.1002/bmb.21221.
L. Cheung, L. Strauss, P. Antonson, S. Soini, M. Kirkham, R. M. Fisher, “Digital Labs as a Complement to Practical Laboratory Training for Bachelor and Master Biomedicine Students”, CEUR Workshop Proceedings, vol. 3393, pp. 5-15, 2023.
S. K. Coleman, C. L. Smith, “Evaluating the benefits of virtual training for bioscience students”, Higher Educ. Pedagog., 4:1, pp. 287-299,2019. doi: 10.1080/23752696.2019.1599689.
N. R. Dyrberg, A. H. Treusch, C.Wiegand, “Virtual laboratories in science education: students’ motivation and experiences in two tertiary biology courses”, J. of Biolog. Educ., 51(4), pp. 358-374, 2017. doi: https://doi.org/10.1080/00219266.2016.1257498.
K. S. Alvarez, “Using virtual simulations in online laboratory instruction and active learning exercises as a response to instructional challenges during COVID-19”, J. of Microbiol. & Biol. Educ., 22(1), 10-1128, 2021. doi: https://doi.org/10.1128/jmbe.v22i1.2503.
D. Tsirulnikov, C. Suart, R. Abdullah, F. Vulcu, C. E. Mullarkey, “Game on: immersive virtual laboratory simulation improves student learning outcomes & motivation”, FEBS Open bio, 13(3), pp. 396-407, 2023. doi: https://doi.org/10.1002/2211-5463.13567.
C. L. Smith, S. K. Coleman, “Using Labster to improve Bioscience student learning and engagement in practical classes”, In Heads of Biological Sciences, Royal Society of Biology, Spring 2017 meeting. doi: https://doi.org/10.1128/jmbe.00269-21.
N. I. Callaghan, S. Khaira, A. Ouyang, J. L. Cadavid, H. H. Chang, et all, “Discovery: virtual implementation of inquiry-based remote learning for secondary STEM students during the COVID-19 pandemic”, Biomed. eng. educ., 1, pp. 87-94, 2021. doi: https://doi.org/10.1007/s43683-020-00014-z.
R. Khalife, P. Springer, C. Nweke, “Investigating the Usage of Labster and Its Future Implications for Industry and Academia”, In ECE Official Conference Proceedings, pp. 351-360. The International Academic Forum (IAFOR), 2023. doi: https://doi.org/10.22492/issn.2188-1162.2023.28.
T. E. Allen, S. D. Barker, “BME labs in the era of COVID-19: transitioning a hands-on integrative lab experience to remote instruction using Gamified lab simulations”, Biomed. Eng. Educ., 1(1), pp. 99-104, 2021. doi: https://doi.org/10.1007/s43683-020-00015-y.
REFERENCES (TRANSLATED AND TRANSLITERATED)
D. A. Karnishyna, T. V. Selivanova, P. P. Nechypurenko, T. V. Starova and V. G. Stoliarenko, “The use of augmented reality in chemistry lessons in the study of “Oxygen-containing organic compounds” using the mobile application Blippar”, J. Phys.: Conf. Ser., 2288, 012018, 2022. doi: 10.1088/1742-6596/2288/1/012018. (in English).
L. Ya. Midak, I. V. Kravets, O. V. Kuzyshyn, L. V. Baziuk and Kh. V. Buzhdyhan, Specifics of using image visualization within education of the upcoming chemistry teachers with augmented reality technology, J. Phys.: Conf. Ser., 1840, 012013, 2021. doi: 10.1088/1742-6596/1840/1/012013.(in English).
P. Nechypurenko, O. Evangelist, T. Selivanova and Ye. Modlo, “Virtual Chemical Laboratories as a Tools of Supporting the Learning Research Activity of Students in Chemistry While Studying the Topic «Solutions»”, CEUR Workshop Proceedings, 2732, 984–95, 2020 (in English).
P. P. Nechypurenko, S. O. Semerikov, and O. Y. Pokhliestova, “Cloud technologies of augmented reality as a means of supporting educational and research activities in chemistry for 11th grade students”, Educ. Technol. Q., vol. 2023, no. 1, pp. 69–91, Jan. 2023. doi: 10.55056/etq.44.(in English).
B. S. Pizarro, E. P. Izquierdo, C. A. Vázquez, M. A. Cascón, V. Negri, “Quantitative Analysis of the Perception and Impact on Learning with the Use of Virtual Simulation Platforms in Undergraduate Students”, In EDULEARN22 Proceedings, pp. 5926-5933. IATED, 2022. doi: 10.21125/edulearn.2022.1391.(in English).
J. D. Sack, & B. Nieves, “Labster”, The American Biology Teacher, vol. 85 (1): 55, 2023. doi: https://doi.org/10.1525/abt.2023.85.1.55. (in English).
M., Fakhri, P. Kalff, “The Flipped Lab: Reimagining Science Education with Next-Generation Virtual Laboratories”, in EDULEARN16 Proceedings, pp. 2890-2890. IATED, 2016 (in English).
G. Testa, “Here’s What College & University Students Say about Labster: 2023 Survey Results”. [Online]. Available: https://www.labster.com/blog/what-students-say-2023 (in English).
“Device & Technical Tips”. [Online]. Available: https://help.labster.com/en/collections/681650-device-technical-tips (in English).
M. Tripepi, “Microbiology laboratory simulations: from a last-minute resource during the Covid-19 Pandemic to a valuable learning tool to retain—a semester microbiology laboratory curriculum that uses Labster as prelaboratory activity”, J. of Microbiol. & Biol. Educ., 23(1), e00269-21, 2022. doi: https://doi.org/10.1128/jmbe.00269-21.(in English).
S. Stauffer, A. Gardner, D. A. K. Ungu, A. López-Córdoba, M. Heim, “Labster Virtual Lab Experiments: Basic Biology”, Springer, 2018. doi: https://doi.org/10.1007/978-3-662-57996-1.(in English).
W. H. Yap, M. L. Teoh, Y. Q. Tang, B. H. Goh, “Exploring the use of virtual laboratory simulations before, during, and post COVID‐19 recovery phase: An Animal Biotechnology case study”, Biochemistry and Molecular Biology Education, 49(5), pp. 685-691, 2021. doi: https://doi.org/10.1002/bmb.21562.(in English).
L. E. De Vries, M. May, “Virtual laboratory simulation in the education of laboratory technicians–motivation and study intensity”, Biochem. and Molec. Biol. Educ., 47(3), pp. 257-262, 2019. doi: https://doi.org/10.1002/bmb.21221.(in English).
L. Cheung, L. Strauss, P. Antonson, S. Soini, M. Kirkham, R. M. Fisher, “Digital Labs as a Complement to Practical Laboratory Training for Bachelor and Master Biomedicine Students”, CEUR Workshop Proceedings, vol. 3393, pp. 5-15, 2023(in English).
S. K. Coleman, C. L. Smith, “Evaluating the benefits of virtual training for bioscience students”, Higher Educ. Pedagog., 4:1, pp. 287-299,2019. doi: 10.1080/23752696.2019.1599689.(in English).
N. R. Dyrberg, A. H. Treusch, C.Wiegand, “Virtual laboratories in science education: students’ motivation and experiences in two tertiary biology courses”, J. of Biolog. Educ., 51(4), pp. 358-374, 2017. doi: https://doi.org/10.1080/00219266.2016.1257498.(in English).
K. S. Alvarez, “Using virtual simulations in online laboratory instruction and active learning exercises as a response to instructional challenges during COVID-19”, J. of Microbiol. & Biol. Educ., 22(1), 10-1128, 2021. doi: https://doi.org/10.1128/jmbe.v22i1.2503.(in English).
[18] D. Tsirulnikov, C. Suart, R. Abdullah, F. Vulcu, C. E. Mullarkey, “Game on: immersive virtual laboratory simulation improves student learning outcomes & motivation”, FEBS Open bio, 13(3), pp. 396-407, 2023. doi: https://doi.org/10.1002/2211-5463.13567.(in English).
C. L. Smith, S. K. Coleman, “Using Labster to improve Bioscience student learning and engagement in practical classes”, In Heads of Biological Sciences, Royal Society of Biology, Spring 2017 meeting. doi: https://doi.org/10.1128/jmbe.00269-21.(in English).
N. I. Callaghan, S. Khaira, A. Ouyang, J. L. Cadavid, H. H. Chang, et all, “Discovery: virtual implementation of inquiry-based remote learning for secondary STEM students during the COVID-19 pandemic”, Biomed. eng. educ., 1, pp. 87-94, 2021. doi: https://doi.org/10.1007/s43683-020-00014-z.(in English).
R. Khalife, P. Springer, C. Nweke, “Investigating the Usage of Labster and Its Future Implications for Industry and Academia”, In ECE Official Conference Proceedings, pp. 351-360. The International Academic Forum (IAFOR), 2023. doi: https://doi.org/10.22492/issn.2188-1162.2023.28.(in English).
T. E. Allen, S. D. Barker, “BME labs in the era of COVID-19: transitioning a hands-on integrative lab experience to remote instruction using Gamified lab simulations”, Biomed. Eng. Educ., 1(1), pp. 99-104, 2021. doi: https://doi.org/10.1007/s43683-020-00015-y.(in English).
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Copyright (c) 2024 Olha Hulai, Vasylyna Shemet, Iryna Moroz, Pavlo Savaryn, Vitalii Kabak