Exploring the utility of virtual laboratory training tools
Ulrike Kappler A and Jack T. H. Wang A *A School of Chemistry and Molecular Biosciences, The University of Queensland, Brisbane, Qld 4072, Australia.
Prof. Ulrike Kappler is a microbiologist at The University of Queensland where she holds a teaching and research appointment. Her research focuses on understanding interactions between bacterial respiratory pathogens and the host. In teaching, she has a strong interest in the delivery of innovative practical experiences and in developing critical thinking skills. She was the recipient of the 2022 ASM David White Teaching Excellence Award. |
Assoc. Prof. Jack Wang is a teaching-focused microbiologist at The University of Queensland. His work focuses on undergraduate research and technology-enabled assessment in science education. He was the recipient of the 2020 ASM David White Teaching Excellence Award and was named the 2020 Australian University Teacher of the Year. |
Microbiology Australia 44(3) 149-151 https://doi.org/10.1071/MA23043
Submitted: 13 June 2023 Accepted: 22 June 2023 Published: 10 July 2023
© 2023 The Author(s) (or their employer(s)). Published by CSIRO Publishing on behalf of the ASM. This is an open access article distributed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND)
Abstract
The global COVID-19 pandemic catalysed a sector-wide shift towards online distance education, and in the years that followed, the mass proliferation of online learning resources made it possible to use virtual laboratory training to both augment face-to-face laboratory practicals and to provide a stand-alone, immersive learning experience. This article reviews currently available resources, their application to different teaching modes and potential learner benefits.
Keywords: blended learning, laboratory simulations, laboratory skills, online learning, problem-solving, virtual laboratories.
References
[1] Slade, C et al.. (2022) Insights into how academics reframed their assessment during a pandemic: disciplinary variation and assessment as afterthought. Assess Eval High Educ 47, 588–605.| Insights into how academics reframed their assessment during a pandemic: disciplinary variation and assessment as afterthought.Crossref | GoogleScholarGoogle Scholar |
[2] Li, L et al.. (2020) Preparing and responding to 2019 novel coronavirus with simulation and technology-enhanced learning for healthcare professionals: challenges and opportunities in China. BMJ Simul Technol Enhanc Learn 6, 196–198.
| Preparing and responding to 2019 novel coronavirus with simulation and technology-enhanced learning for healthcare professionals: challenges and opportunities in China.Crossref | GoogleScholarGoogle Scholar |
[3] Cresswell SL et al. (2019) Development and production of interactive videos for teaching chemical techniques during laboratory sessions. ACS Publications.
[4] Rodgers, TL et al.. (2020) Developing pre-laboratory videos for enhancing student preparedness. Eur J Eng Educ 45, 292–304.
| Developing pre-laboratory videos for enhancing student preparedness.Crossref | GoogleScholarGoogle Scholar |
[5] Mahdi, L et al.. (2022) Introducing first-year undergraduate students the fundamentals of antibiotic sensitivity testing through a combined computer simulation and face-to-face laboratory session. J Microbiol Biol Educ 23, e00041-22.
| Introducing first-year undergraduate students the fundamentals of antibiotic sensitivity testing through a combined computer simulation and face-to-face laboratory session.Crossref | GoogleScholarGoogle Scholar |
[6] Weaver, GC et al.. (2008) Inquiry-based and research-based laboratory pedagogies in undergraduate science. Nat Chem Biol 4, 577–580.
| Inquiry-based and research-based laboratory pedagogies in undergraduate science.Crossref | GoogleScholarGoogle Scholar |
[7] Kastaun, M et al.. (2021) Validation of cognitive load during inquiry-based learning with multimedia scaffolds using subjective measurement and eye movements. Front Psychol 12, 703857.
| Validation of cognitive load during inquiry-based learning with multimedia scaffolds using subjective measurement and eye movements.Crossref | GoogleScholarGoogle Scholar |
[8] Achuthan, K et al. (2015) Cognitive load management in multimedia enhanced interactive virtual laboratories. In Advances in Intelligent Informatics (El-Alfy ES, et al., eds). pp. 143–155. Springer.
[9] Paivio A (2014) Mind and its evolution: a dual coding theoretical approach. Psychology Press.
[10] Mayer RE, Fiorella L (2014) 12 - Principles for reducing extraneous processing in multimedia learning: coherence, signaling, redundancy, spatial contiguity, and temporal contiguity principles. In The Cambridge handbook of multimedia learning (Mayer R, ed.). pp. 279–315. Cambridge University Press, New York, NY, USA.
[11] Biard, N et al.. (2018) Effects of segmentation and pacing on procedural learning by video. Comput Human Behav 89, 411–417.
| Effects of segmentation and pacing on procedural learning by video.Crossref | GoogleScholarGoogle Scholar |
[12] Lacey, K and Wall, JG (2021) Video-based learning to enhance teaching of practical microbiology. FEMS Microbiol Lett 368, fnaa203.
| Video-based learning to enhance teaching of practical microbiology.Crossref | GoogleScholarGoogle Scholar |
[13] Gormally, C et al.. (2009) Effects of inquiry-based learning on students’ science literacy skills and confidence. Int J Scholarship Teach Learn 3, 16.
| Effects of inquiry-based learning on students’ science literacy skills and confidence.Crossref | GoogleScholarGoogle Scholar |
[14] Rayner, G and Papakonstantinou, T (2015) Employer perspectives of the current and future value of STEM graduate skills and attributes: an Australian study. J Teach Learn Grad Employability 6, 100–115.
| Employer perspectives of the current and future value of STEM graduate skills and attributes: an Australian study.Crossref | GoogleScholarGoogle Scholar |
[15] Wilson, A et al.. (2016) Assessing the unassessable: making learning visible in undergraduates’ experiences of scientific research. Assess Eval High Educ 41, 901–916.
| Assessing the unassessable: making learning visible in undergraduates’ experiences of scientific research.Crossref | GoogleScholarGoogle Scholar |
[16] Higgins, SG et al.. (2022) Considerations for implementing electronic laboratory notebooks in an academic research environment. Nat Protoc 17, 179–189.
| Considerations for implementing electronic laboratory notebooks in an academic research environment.Crossref | GoogleScholarGoogle Scholar |
[17] Johnson-Glenberg, MC (2018) Immersive VR and education: embodied design principles that include gesture and hand controls. Front Robot AI 5, 81.
| Immersive VR and education: embodied design principles that include gesture and hand controls.Crossref | GoogleScholarGoogle Scholar |
[18] Concannon, BJ et al.. (2019) Head-mounted display virtual reality in post-secondary education and skill training. Front Educ 4, 80.
| Head-mounted display virtual reality in post-secondary education and skill training.Crossref | GoogleScholarGoogle Scholar |
