The Influence of Virtual Lab as Pre-Lab on Learning and Transfer in Undergraduate Science

Autor/inn/en	Reeves, Shalaunda; Imperial, Lorelie; Crippen, Kent
Titel	The Influence of Virtual Lab as Pre-Lab on Learning and Transfer in Undergraduate Science
Quelle	In: Journal of Computers in Mathematics and Science Teaching, 41 (2022) 3, S.193-213 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9258
Schlagwörter	Science Laboratories; Computer Simulation; College Science; College Freshmen; Program Effectiveness; Science Process Skills; Educational Technology; Transfer of Training; Teamwork; Science Instruction + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Studienanfänger; Unterrichtsmedien; Training; Transfer; Ausbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	Pre-laboratory tasks are a best practice for preparing students for learning in the laboratory. Virtual labs, which use virtual reality to place students in an emulation of a physical laboratory where they have the capacity to manipulate equipment and materials as approximations of scientific practice, are emerging as an alternative to the traditional use of multimedia. Such experiences are more deeply situated and contextualized in ways that enhance the potential for knowledge gains as well as behavioral transfer. This study tested this conjecture by comparing a commercially available virtual lab as a pre-VIAL ("VIrtually Authentic Laboratory") to traditional multimedia using a quasi-experimental, nonequivalent groups design with a group of 38 rising college freshmen. The results show that both conditions were found to have improved domain-specific knowledge. Still, pre-VIAL was more successful in supporting the transfer of knowledge in the construction of a scientific claim. The results for behavioral transfer showed no difference between the groups, but the pre-VIAL group had more help requests while the multimedia group committed more errors. These results, explained by Mayer's Pre-Training Principle, add to the growing research on VR experiences with college-age students as a best practice. In addition, assessing behavioral transfer via video analysis offers new insight into the specific nature of the transfer. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01