Virtual laboratory applications in physics teaching (original) (raw)
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Evaluation of research related to virtual physics laboratory applications
Canadian Journal of Physics, 2018
In studies conducted in the last 30 years, different types of virtual labs were applied to different study groups using very different methods and techniques. The aim of this study is to evaluate the virtual labs used in teaching physics in terms of the purpose of use, working groups, methods, and techniques using the content analysis method based on a literature review conducted. The results of the application, which is aimed at the selection and use of virtual physics lab programs that offer very different designs, scopes, and means of application and at the adaptation of such programs to the target audience by educators, as well as at provision of a means for measurement and evaluation, will be analyzed. By examining the data thus obtained in terms of the subject matter, method, and outcome, it will be possible to assist the parties who will utilize the virtual physics laboratory programs in teaching physics to use such programs with expected efficiency.
People live in an era characterized by the quick development of technology. It has invaded the educational procedure and is providing us with many opportunities to develop and transformed the progress of education vastly. Technology is slowly taking place in teaching and learning process (Stickler et al, 2010). With the advancement of ICT, teaching and learning process provides interactive knowledge environment by using animations and simulations for abstract topic, where students become vigorous in their learning and provide opportunities for students to construct and understand difficult concepts more simply especially in science subjects. There is no doubt that today everyone intuitively believes that multi-media technology can be fruitfully used to ease the process of acquiring new experiences and skills and at the same time opens up numerous opportunities to experiment with new knowledge.
Virtual Laboratory and Its Effect on Student Learning Outcomes in Physics Education
International Journal of Advances in Social Sciences and Humanities
This study aims to determine the effect of using a virtual laboratory on student learning outcomes in Kirchhoff's law material at the physics education study program at HKBP Nommensen Pematangsiantar T.A. 2020/2021 by utilizing a virtual laboratory. This type of research is a true experiment with the research sample, namely the physics education study program group A as the experimental class and group B as the control class. The research instrument test was composed of 20 multiple-choice questions, the content validity was tested by a team of experts as validators as many as 2 people and student activity observation sheets. From the data analysis, the average post-test value for the experimental class was 78.46 with a standard deviation of 11.25 and the average post-test value for the control class was 66.50 with a standard deviation of 13.78. Normality and homogeneity tests at the level of =0.05 stated normal and homogeneous and one-party hypothesis testing t-stat > t-table...
Sumerianz Journal of Education, Linguistics and Literature, 2012
The study assessed the novelty, interactivity and user-friendly attributes of a developed virtual laboratory package for conducting Nigerian secondary school physics experiments. Descriptive survey design was employed and answers were provided to three research questions. Purposive sampling technique was used to select 22 instructional design experts and 35 computer experts who examined and rated the package using adapted questionnaires that were validated and found reliable for data collection. Data gathered from the administration of the questionnaires were analyzed using Mean and Standard deviation. Findings revealed that computer experts agreed that learning through virtual laboratory is an innovation that is new to physics students and teachers in Nigerian secondary schools (average mean response = 2.61 out of 5), instructional design experts rated the interactivity features of the package low (average mean response = 2.32 out of 5), but agreed that the package possess user-fri...
2020
The development of information technology cause the emergence of different classes of software such as virtual environment for various experiments. Among such a software, there are virtual physics laboratories that are means for educational, scientific and professional activities of physicists, physics teachers, computer science teachers and IT specialists. Numerous pedagogical findings confirm both positive dynamics and negative impact of such software on educational achievements. Given the ambiguity of the conclusions, we have formulated the problem: is it advisable to use virtual physics laboratories instead of relevant physics devices in the study of physics disciplines. The search for an answer to this question caused the organization and carrying out the pedagogical experiment, the results of which are presented in the article. Students of specialties “014 Secondary education (Physics)”, “014 Secondary education (Computer Science)”, “122 Computer science” were participants in ...
Development of a virtual laboratory on the internet as support for physics laboratory training
European Journal of Physics, 2002
A virtual physics laboratory is being developed in the Escuela Técnica Superior de Ingeniería Informática of the Universidad de Valladolid (UVA). This laboratory will be accessible via the internet, and its main aim is to provide support for the real physics laboratory. In this paper we describe the main steps taken to develop such a laboratory. This virtual laboratory is currently accessible from http://cawdor.fa2.etit.uva.es/laboratorio/index.html.
Evaluation of the Usability of Different Virtual Lab Software Used in Physics Courses
In recent years the use of virtual lab software has become ubiquitous in education settings. The purpose of the current study is to de¬velop an Evaluation Scale to allow the easy and fast assessment of virtual lab software. During the development of the Evaluation Scale, theoretical and experimental studies investigating the effects of different software on learn¬ing, particularly in terms of usability, were utilized. The Evaluation Scale was created by adding new attributes to pre-existing scales, and comprises three sections – attributes related to the interface of the software; attributes related to its use as a material in education; and attributes related to product and ser¬vice support – and 79 items. Testing of the Evaluation Scale was carried out using two different virtual lab programmes, with the help of a checklist. The evaluation was carried out by physics teachers and academics that had previ¬ously used similar software, and consistency between the results was consid¬er...
The Virtual Lab (Physics & Chemistry) for Malaysia's Secondary School
Virtual reality (VR) technology opens a vast opportunity to be applied in the field of education. This paper is based on a research that has been carried out upon the problems faced by students and teachers in the conventional science education. The "Virtual Physics Lab" and the "Virtual Chemistry Lab" propose a new method of assisting present teaching aids. The cost, materials, energy, and time issues are among the elements taken into consideration in this research. Elementary research methodologies, gathering information, prototype design and development and testing, information analysis and documentaries are the steps engaged to accomplishing the main research objectives. A 3D Game Engine is used as the tool to develop the prototype system.
EVALUATION OF VIRTUAL LABORATORY PACKAGE ON NIGERIAN SECONDARY SCHOOL PHYSICS CONCEPTS
The study evaluated accessibility, flexibility, cost and learning effectiveness of researchers-developed virtual laboratory package for Nigerian secondary school physics. Based on these issues, four research questions were raised and answered. The study was a quantitative-based evaluation research. Sample for the study included 24 physics teachers, 35 computer experts and 29 physics students who evaluated the package using a questionnaire and physics achievement test. Data gathered were analyzed using descriptive statistics including mean and standard deviation. Findings from the study revealed that the package was adjudged accessible to students within the school (average mean response of 2.98 out of 5), the flexibility of the package was rated low (average mean response of 2.35 out of 5), and the package, though expensive to develop (total amount spent = $587.50) was considered profitable considering its unquantifiable educational benefits. Also, there was improvement in the achievement scores of students after learning the physics concepts using the package with mean gain score of 33.45. Based on these findings, it was recommended that, developers of learning packages such as virtual laboratories should ensure high flexibility of the packages in order to improve students' access to such on mobile devices and internet, and government should assist schools financially by providing needed funds for the development of contextually relevant learning packages as their benefits to students' learning of physics concepts are enormous.
DEVELOPING VIRTUAL TOOLS TO COMPLEMENT EXPERIMENTS IN THE PHYSICS LABORATORY
Proceedings of INTED2021 Conference, 2021
The worldwide COVID-19 situation forced a switch towards working online more than before. The educational system was not spared and people involved in the teaching process were required, sometimes on short notice, to come up with alternative ways of carrying out their duties. While some activities are better suited to be conducted online, this is not the case of practical work. In this particular situations, traditional teaching methods have to be supplemented or even replaced with something adequate. For first year students of the "Gheorghe Asachi" Technical University, which are all required to take up a course in physics, we have created a series of simulations meant to assist them with the practical side of physics. The simulations were developed in LabVIEW, which is a decent platform even if it was not developed to be used for simulating purposes. Each simulation is intended to be run as an actual experiment and was built to accurately replicate the real-life apparatus available in the laboratory. For this reason, in addition to the required modelling of the physical phenomena, the virtual experiment also recreates the look and way of operation of controls and gauges. While simulations have existed for some time and many are available for free in the online medium, the elements of realism we have added to our virtual laboratory are intended to help our students familiarize themselves with the workings of the experimental setup prior to entering the physical laboratory. Over the long term, this is intended to be used in preparation for the actual assignment. In the immediate future, the virtual laboratory will offer students at home a chance to actively take part when classes are held in a mixed online-on-site system and may even serve as a backup solution when the safety measures dictate that activities should be held entirely online.