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Barrow J, Hurst W, Edman J, Ariesen N, Krampe C. Virtual reality for biochemistry education: the cellular factory. EDUCATION AND INFORMATION TECHNOLOGIES 2023:1-26. [PMID: 37361784 PMCID: PMC10182538 DOI: 10.1007/s10639-023-11826-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/09/2022] [Accepted: 04/11/2023] [Indexed: 06/28/2023]
Abstract
Virtual Reality (VR) involves the coupling of visual communication hardware and software. The technology is capable of offering transformative educational practice and is increasingly being adopted within the biochemistry domain to better understand complex biochemical processes. This article documents a pilot study for the efficacy of VR in biochemistry education at undergraduate university level, focusing on the citric acid cycle: a central process for extracting energy in most cellular life forms. 10 participants were equipped with a VR headset and electrodermal activity (EDA) sensors, then immersed within a digital environment where they were able to learn the 8 main steps of the citric acid cycle within a virtual lab by completing 8 levels of activity. Post and pre surveys were taken, along with EDA readings throughout the students' interaction with VR. Research findings support the hypothesis that VR increase students' understanding, particularly if students feel engaged, stimulated and intend to use the technology. Moreover, EDA analysis indicated that the majority of participants demonstrate enhanced engagement in the education-based VR-experience as measured by elevated levels of skin conductance, a marker for autonomic arousal and a measure of engagement in an activity.
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Affiliation(s)
- John Barrow
- Institute of Medical Sciences, University of Aberdeen, Aberdeen, AB25 2ZD UK
| | - William Hurst
- Information Technology Group, Wageningen University and Research, Leeuwenborch, Hollandseweg 1, 6706 KN Wageningen, the Netherlands
| | - Joakim Edman
- Institute of Medical Sciences, University of Aberdeen, Aberdeen, AB25 2ZD UK
| | - Natasja Ariesen
- Information Technology Group, Wageningen University and Research, Leeuwenborch, Hollandseweg 1, 6706 KN Wageningen, the Netherlands
| | - Caspar Krampe
- Marketing and Consumer Behaviour Group, Wageningen University and Research, Leeuwenborch, Hollandseweg 1, 6706 KN Wageningen, the Netherlands
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Lestari DP, Supahar, Paidi, Suwarjo, Herianto. Effect of science virtual laboratory combination with demonstration methods on lower-secondary school students' scientific literacy ability in a science course. EDUCATION AND INFORMATION TECHNOLOGIES 2023:1-23. [PMID: 37361811 PMCID: PMC10165302 DOI: 10.1007/s10639-023-11857-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/20/2022] [Accepted: 04/25/2023] [Indexed: 06/28/2023]
Abstract
Virtual laboratory is computer software that has the ability to perform mathematical modeling of computer equipment presented in the form of simulations. Virtual laboratory is not a substitute for real laboratory, but are used to complement and improve the weaknesses of real laboratory. This study aims to determine the effect of virtual laboratory combination with demonstration methods on lower-secondary school students' scientific literacy ability in a science course. The design of this research is quasi-experimental. The sample in this study was 102 students (12-14 years old) in a lower-secondary school in the city of Yogyakarta, Indonesia, used as experiment 1 group 1 (n = 34), experiment 2 group (n = 34), and control group (n = 34). The three groups (experiment 1, experiment 2, and control) were tested with pretest and posttest. Experiment 1 group used virtual laboratory combination with demonstration methods, experiment 2 group used only virtual laboratory, and the control group used only a demonstration method. Scientific literacy ability was measured using multiple-choice tests before and after treatment. Statistical tests on mixed methods ANOVA were used to determine how effective the use of virtual laboratory combination with demonstration methods was in improving scientific literacy ability. The research result based tests of Within-Subjects Effects showed that there is a difference between the pretest-posttest scores of scientific literacy ability (F = 10.50; p < 0.05) in each group. The results based pairwaise comparison show that the significance value is <0.05, and there is a significant increase in the pretest-posttest scores of scientific literacy ability in every group. The result of effect size (partial eta squared) shows that the experiment 1 group to increase scientific literacy ability is 84.5%; experiment 2 group is 78.5%; control group is 74.3%. So, it can be concluded that experiment 1 group (virtual laboratory combination with demonstration methods) provides the most effective contribution to improving scientific literacy ability when compared to experiment 2 group virtual laboratory only) and control group (demonstration methods only).
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Affiliation(s)
- Diah Puji Lestari
- Department of Educational Science, Graduate School, Yogyakarta State University, Yogyakarta, Indonesia
| | - Supahar
- Faculty of Mathematics and Natural Sciences, Yogyakarta State University, Yogyakarta, Indonesia
| | - Paidi
- Faculty of Mathematics and Natural Sciences, Yogyakarta State University, Yogyakarta, Indonesia
| | - Suwarjo
- Faculty of Education and Psychology, Yogyakarta State University, Yogyakarta, Indonesia
| | - Herianto
- Department of Educational Science, Graduate School, Yogyakarta State University, Yogyakarta, Indonesia
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Interactive Laboratories for Science Education: A Subjective Study and Systematic Literature Review. MULTIMODAL TECHNOLOGIES AND INTERACTION 2022. [DOI: 10.3390/mti6100085] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
In science education laboratory experimentation has a vital role for students’ learning enhancement. Keeping in view the importance of modern day technologies in teaching learning process, various interactive laboratories (ISLs) have been developed to assist students in hands-on experiments in science education. In this paper we describe the potential contributions of existing interactive science laboratories (ISLs) in the major subjects of science, i.e., chemistry, biology and physics. The existing ISLs include virtual labs and simulation software where users performed their experiments. Important problems and challenges in the existing ISLs are highlighted. The systematic literature review (SLR) methodology is used for article searching, selection, and quality assessments. For this study, 86 articles after final selection using SLR are selected and classified into different categories. Each article is selected after briefly studying its different information, including category of the article, key idea, evaluation criterion, and its strengths and weaknesses. A subjective study with field experts was also conducted to investigate one of our existing virtual lab about the practical implementation and to find out the key issues in its implementation and use. Then, considering the suggestions of the subjective study, some guidelines are proposed for the improvement of future ISLs.
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Kok YY, Er HM, Nadarajah VD. An Analysis of Health Science Students' Preparedness and Perception of Interactive Virtual Laboratory Simulation. MEDICAL SCIENCE EDUCATOR 2021; 31:1919-1929. [PMID: 34518785 PMCID: PMC8425581 DOI: 10.1007/s40670-021-01364-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/30/2021] [Indexed: 05/25/2023]
Abstract
The achievement of learning goals via laboratory practical depends on both extrinsic and intrinsic factors. They could be limited by laboratory time, incurred cost, safety, self-efficacy, inadequate prior preparation by learners, and different learning styles. Hence, virtual laboratory simulation (vLAB) may be an appropriate e-learning tool to overcome these restrictions. In this study, student's perception of the usefulness of vLAB was determined by using deoxyribonucleic acid (DNA) gel electrophoresis and polymerase chain reaction (PCR) as case examples. The perception of Year 2 and 3 health science undergraduate students' (N = 87) was studied using a questionnaire consisting of 12 items, rated on a 5-point Likert-scale. The attainment of learning outcomes was assessed using pre-and post-tests containing multiple-choice questions (MCQs). In addition, student's experience and learning from the vLAB were further explored using qualitative analysis. Although there was no significant difference between the mean scores of the pre-and post-tests, results showed that all participants perceived vLAB well, with a median score of 4 (Agree) for all items in the questionnaire. It provides a meaningful learning experience and an authentic environment where students feel safe to practice what they have learnt in lectures. Moreover, vLAB facilitates individualised learning and enhances self-efficacy among students. In conclusion, vLAB prepares students for physical laboratory sessions by activating the prehension dimension of Kolb's learning cycle, therefore complementing and strengthening the attainments of health sciences laboratory learning goals and outcomes.
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Affiliation(s)
- Yih-Yih Kok
- Division of Biomedical Sciences and Biotechnology, School of Health Sciences, International Medical University, No 126, Jalan Jalil Perkasa 19, 57000 Bukit Jalil, Malaysia
| | - Hui-Meng Er
- Department of Pharmaceutical Chemistry, School of Pharmacy, International Medical University, No 126, Jalan Jalil Perkasa 19, 57000 Bukit Jalil, Malaysia
| | - Vishna Devi Nadarajah
- Division of Human Biology, School of Medicine, International Medical University, No 126, Jalan Jalil Perkasa 19, 57000 Bukit Jalil, Malaysia
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Paxinou E, Kalles D, Panagiotakopoulos CT, Verykios VS. Analyzing Sequence Data with Markov Chain Models in Scientific Experiments. ACTA ACUST UNITED AC 2021; 2:385. [PMID: 34308368 PMCID: PMC8294291 DOI: 10.1007/s42979-021-00768-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2021] [Accepted: 07/04/2021] [Indexed: 11/05/2022]
Abstract
Virtual reality-based instruction is becoming an important resource to improve learning outcomes and communicate hands-on skills in science laboratory courses. Our study attempts first to investigate whether a Markov chain model can predict the students’ performance in conducting an experiment and whether simulations improve learner achievement in handling lab equipment and conducting science experiments in physical labs. In the present study, three cohorts of graduate students are trained on a microscopy experiment using different teaching methodologies. The effectiveness of the teaching strategies is evaluated by observing the sequences of students’ actions, while engaging in the microscopy experiment in real-lab situations. The students’ ability in performing the science experiment is estimated by sequential analysis using a Markov chain model. According to the Markov chain analysis, the students who are trained via a virtual reality software exhibit a higher probability to perform the steps of the experiment without difficulty and without assistance than their fellow students who attend more traditional training scenarios. Our study indicates that a Markov chain model is a powerful tool that can lead to a dynamic evaluation of the students’ performance in science experiments by tracing the students’ knowledge states and by predicting their innate abilities.
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Affiliation(s)
- Evgenia Paxinou
- School of Science and Technology, Hellenic Open University, Patras, Greece
| | - Dimitrios Kalles
- School of Science and Technology, Hellenic Open University, Patras, Greece
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Poronnik P, Sellwood MJ. Bioscience education 2030 and beyond: Where will technology take the curriculum? BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2020; 48:563-567. [PMID: 32745335 DOI: 10.1002/bmb.21393] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/26/2020] [Accepted: 05/22/2020] [Indexed: 06/11/2023]
Abstract
This brief review explores the ever-increasing role that technological affordances may play in the 21C biochemistry and molecular biology curriculum. We consider the need to develop digital and creative fluencies in our students and the importance of creativity and visualization in learning science. The potential of virtual reality (VR) platforms to complement these goals are discussed with a number of examples. Finally, we look into the future where to see how VR might fit into a future curriculum.
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Affiliation(s)
- Philip Poronnik
- Discipline of Physiology, School of Medical Sciences, The University of Sydney, Camperdown, New South Wales, Australia
| | - Matthew J Sellwood
- Discipline of Physiology, School of Medical Sciences, The University of Sydney, Camperdown, New South Wales, Australia
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