scholarly journals PENGEMBANGAN LABORATORIUM VIRTUAL GEOGRAFI UNTUK KULIAH KERJA LAPANGAN DI ERA PANDEMI COVID-19

2021 ◽  
Vol 12 (2) ◽  
pp. 284-294
Author(s):  
Mohamad Arif ◽  
Rudi Hartono ◽  
Satti Wagistina ◽  
Dicky Arinta
Keyword(s):  
Social Sciences ◽  
Virtual Reality ◽  
Measurement Techniques ◽  
Virtual Laboratory ◽  
State University ◽  
Virtual Lab ◽  
Home Based ◽  
Virtual Laboratories ◽  
Academic Year ◽  
Modern Technologies

ABSTRAKLaboratorium geografi Fakultas Ilmu Sosial Universitas Negeri Malang di masa pandemi covid-19 tidak bisa beroperasi seperti hari normal biasa, karena mahasiswa diwajibkan untuk belajar dari rumah.  Berdasarkan surat edaran rektor Universitas Negeri Malang Nomor 17.12.70/UN32.IlSEl2020 tentang penyelenggaraan pembelajaran pada semester genap tahun akademik 2020-2021 di masa pandetni Covid-19. Laboratorium virtual bisa menjadi solusi praktikum kuliah lapangan di tengah wabah pandemi covid-19. Salah satu teknologi modern yang dapat digunakan untuk di implementasikan pada kasus ini adalah melalui video virtual 360/virtual reality yang mengacu pada konsep dimana semua objek seakan dapat dijelajahi seperti dunia aslinya. Video virtual 360 derajat menjadi solusi pengganti kuliah lapangan karena dapat memperlihatkan teknik pengukuran di lapangan dengan kondisi yang nyata. Tujuan uji coba adalah untuk uji efektifitas pengembangan laboratorium virtual video 360 derajat. Metodologi penelitian model Dick & Carrey, dengan di sederhanakan menjadi tujuh prosedur pengembangan. Subjek uji coba adalah mahasiswa Jurusan Geografi FIS UM.. Dan ditinjau dari rata rata total validasi ahli media dan materi video virtual 360 berbasis multimedia interaktif dinilai hasil validasi ahli desain diperoleh nilai kevalidan mencapai 78,5% hal tersebut masuk dalam kriteria  (71% - 85%) dan masuk dalam kriteria valid dan layak digunakan untuk pembelajaran di kelas tidak perlu revisi.Kata Kunci: Pengembangan, Laboratorium Virtual, Video Virtual 360 derajatABSTRACTThe geography laboratory of the Faculty of Social Sciences, State University of Malang during the COVID-19 pandemic cannot operate as normal, because students are required to study from home. Based on the circular letter of the Chancellor of the State University of Malang Number 17.12.70/UN32.IlSEl2020 regarding the implementation of learning in the even semester of the 2020-2021 academic year during the Covid-19 pandetni period. Virtual laboratories can be a practical solution for field lectures in the midst of the COVID-19 pandemic. One of the modern technologies that can be used to implement in this case is through virtual video 360/virtual reality which refers to the concept where all objects can be explored like the real world. 360-degree virtual video is a solution to replace field lectures because it can show measurement techniques in the field with real conditions. The purpose of the trial is to test the effectiveness of developing a 360-degree video virtual laboratory. The research methodology of the Dick & Carrey model is simplified into seven development procedures. The test subjects were students of the Department of Geography, FIS UM. And in terms of the average total validation of media experts and interactive multimedia-based 360 virtual video materials, the validation results of design experts obtained a validity value of 78.5%, it was included in the criteria (71% - 85%) and is included in the valid criteria and is suitable for use in classroom learning, no revision is needed.Keywords: Development, Virtual Lab, 360 degree Virtual Video

Low-Cost Virtual Laboratory Workbench for Electronic Engineering

2010 ◽  
Vol 1 (4) ◽  
pp. 1-17
Author(s):  
Ifeyinwa E. Achumba ◽  
Djamel Azzi ◽  
James Stocker
Keyword(s):  
Resource Constraints ◽  
Low Cost ◽  
Virtual Laboratory ◽  
Electronic Engineering ◽  
Virtual Lab ◽  
Time Space ◽  
Virtual Laboratories ◽  
Laboratory Component ◽  
Undergraduate Engineering Education ◽  
Laboratory Experiences

The laboratory component of undergraduate engineering education poses challenges in resource constrained engineering faculties. The cost, time, space and physical presence requirements of the traditional (real) laboratory approach are the contributory factors. These resource constraints may mitigate the acquisition of meaningful laboratory experiences by students, which is especially true in developing countries. Virtual laboratories can be used to complement the traditional laboratory to enhance students’ laboratory experience. In extreme cases of lack of resources, the virtual lab can be used as an alternative laboratory . Although some research on the implementation of virtual laboratories has occurred, more efforts are required because of the diverse experiential needs and requirements of the engineering curriculum. This paper presents a low-cost, web-based virtual laboratory workbench for use as part of undergraduate electronic engineering courses. Some distinguishing features of the virtual workbench are that students can undertake curriculum-based laboratory activities in a realistic manner; it integrates a Bayesian Network-based assessment structure for the assessment of students’ performance; and it affords the instructor flexibility in designing laboratory exercises.

scholarly journals Online farmakologi i det virtuelle laboratorium

2013 ◽  
Vol 6 (11) ◽  
Author(s):  
Mads Ronald Dahl ◽  
Elise Røge Hedegaard ◽  
Peter Musaeus
Keyword(s):  
Continuing Education ◽  
Instructional Strategy ◽  
Pilot Project ◽  
Virtual Laboratory ◽  
Teaching Environment ◽  
The Real ◽  
Virtual Lab ◽  
Virtual Laboratories ◽  
The Future

Et virtuelt laboratorium er et nødvendigt supplement til fremtidens undervisningsmiljø, som skal være tilgængeligt i store dele af døgnet og for et voksende antal studerende. Ud fra økonomiske hensyn til besparelser kan man hertil argumentere for, at dyre laboratoriekurser i biomedicin skal gøres billigere. Men laboratorie-kurser skal ligeledes nytænkes teknologisk og pædagogisk så de på strategisk og velafprøvet vis kan delvist erstattes af virtuelle laboratorier. Men et sådant digitalt supplement kræver fokus på implementering, faciliteter og kompetencer. I denne artikel vil vi diskutere anvendelsen af virtuelle laboratorier og rapporterer fra et pilotprojekt, hvor både farmakologi-studerende og -undervisere oplevede en række fordele ved at bruge et virtuelt laboratorium. Vi argumenterer for at et virtuelt laboratorium har vigtige didaktiske og økonomisk begrundede ressourcer som kan forstås ud fra sociologen Bourdieus begreber om habitus og hexis. Vi konkluderer dog med diverse forbehold herunder, at undervisere skal lære at bruge et virtuelt laboratorium kritisk og med forberedelse før implementeringAbstract in EnglishThe virtual laboratory is a necessary complement to the future of learning bioscience. The virtual lab is a technology-based mock-up compared to the real lab. This virtual lab needs to be available for various purposes e.g. all day for a growing number of students. There are economical and ethical arguments for using the virtual lab. But in order to function as an optimal instructional strategy they need to be rethought technologically and pedagogically. Such a digital supplement requires a focus on implementation and other facilities and capabilities - including continuing education for the trainers and faculty. This paper discusses the virtual lab and reports from a pilot project where pharmacology students and teachers used a virtual lab. We argue that the virtual lab has important implications and represent an economically justifiable alternative. The virtual lab is juxtaposed with the classical lab through the lenses of habitus and hexis. We argue that educators must learn to use virtual laboratories critically and with preparation for implementation. Furthermore the paper discusses the educational potentials and limitations of the virtual lab compared with the classical laboratory as teaching environment.

scholarly journals Measuring Learnability through Virtual Reality Laboratory Application: A User Study

2021 ◽  
Vol 13 (19) ◽  
pp. 10812
Author(s):  
Ghazala Rasheed ◽  
Muzafar Khan ◽  
Noman Malik ◽  
Adnan Akhunzada
Keyword(s):  
Virtual Reality ◽  
User Study ◽  
Virtual Laboratory ◽  
Control Group ◽  
School Students ◽  
Main Research ◽  
Virtual Laboratories ◽  
Significant Difference ◽  
The Mean ◽  
Experimental Group

The cutting-edge technology of virtual reality has changed almost every aspect of life in e-commerce, engineering, medicine, and entertainment. This technology has also made its way to the field of education in the form of virtual laboratories. A lack of student engagement and interest towards STEM subjects is reported in the literature. Several studies have been conducted to evaluate virtual reality in education, but these studies are limited in terms of participants and subject coverage. This study aimed to assess the effectiveness of virtual laboratories to develop student’s practical learning skills for secondary school physics. For this purpose, a desktop-based virtual laboratory application was developed based on the guidelines extracted from the literature. A user study was adopted as the main research method, and it was conducted with 184 students of 4 different schools. In each school, students were divided into two groups: experimental (used the virtual laboratory application) and control (used a physical laboratory). The data were collected through an academic quiz conducted at the end of the study. The mean score of the experimental group was 7.16, compared with 5.87 for the control group. The results revealed that the students’ learning using the virtual laboratory application was better compared with the control group. Interestingly, there was no significant difference in the performance of boys and girls in both groups. The usability questionnaire was also completed by 92 students of the experimental group to assess the application interface. The mean score was 73.5 (above average) with an internal consistency of 0.76. The participants found the virtual laboratory application to be user-friendly, easy to use, and supportive in learning.

scholarly journals StreamflowVL: A Virtual Fieldwork Laboratory that Supports Traditional Hydraulics Engineering Learning

2019 ◽  
Vol 9 (22) ◽  
pp. 4972 ◽  
Author(s):  
Domenica Mirauda ◽  
Nicola Capece ◽  
Ugo Erra
Keyword(s):  
Field Experiments ◽  
New Technology ◽  
Water Discharge ◽  
Measurement Techniques ◽  
Active Role ◽  
Testing Procedure ◽  
Virtual Laboratory ◽  
Student Sample ◽  
Virtual Lab ◽  
Teaching Learning

This paper describes an innovative virtual laboratory for students of Hydraulic Engineering at an Italian university that shows water discharge measurement techniques applied in open-channel flows. Such new technology, which supports traditional practical classes, has the potential to increase students’ motivation and improve their skills, as well as simultaneously reducing the costs, time, and possible dangers that continuous field experiments would involve. Thanks to this immersive and interactive experience that is carried out indoors, students learn to move around a fluvial environment, as well as work more safely and with reduced risks of accidents. Besides, the virtual lab can boost learners’ interest by combining education with pleasure and making knowledge more fun. Collaboration with a group of students enrolled in the Master’s degree course of the Civil and Environmental Engineering program at Basilicata University at the early stages of developing the educational tool led to improvements in its performance and features. Also, a preliminary testing procedure carried out on a student sample, verified the achievement of the students’ learning objectives in terms of knowledge and skills. Such analysis indicated that students took more active role in the teaching/learning process and they showed greater interest in the topic dealt with through the new technology compared to the involvement of students observed during traditional lessons in previous years. The architecture and operational modes of the virtual laboratory as well as the results of the preliminary analysis are discussed.

scholarly journals TRAINING HIGHER EDUCATION BIOSCIENCE STUDENTS WITH VIRTUAL REALITY SIMULATOR

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Christos Kaltsidis ◽  
Katerina Kedraka ◽  
Maria E. Grigoriou
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Learning Objectives ◽  
Immersive Virtual Environment ◽  
Virtual Laboratories ◽  
Hands On ◽  
Laboratory Training ◽  
Academic Year

Laboratory training is the cornerstone of science education in higher education. However, in several cases hands-on experimental procedures are not possible, and therefore technology provide alternative educational methods. One of the rapidly evolving technologies, namely Virtual Reality (VR) can offer multiple benefits in laboratory training through the development of simulations and virtual laboratories that support, facilitate, and promote an effective their learning experience. We present an empirical research carried out at the Department of Molecular Biology and Genetics of the Democritus University of Thrace during the winter semester of the academic year 2020-2021. 51 undergraduate students carried out a Virtual Reality activity aiming to train them to the use of a Class II Biosafety Cabinet (BSC) in an immersive virtual environment. Our results show that VR approach was highly and enthusiastically accepted by the students; they reported that they had an authentic learning experience which enabled them to better achieve the learning objectives. However, in some cases symptoms like dizziness and blurry image were reported most likely due to equipment, showing that improvement of the equipment used in VR is needed. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/747/a.php" alt="Hit counter" /></p>

scholarly journals KETERAMPILAN PEMECAHAN MASALAH MAHASISWA DALAM PEMBELAJARAN BANDUL FISIS MENGGUNAKAN MODEL PROBLEM SOLVING VIRTUAL LABORATORY

2017 ◽  
Vol 3 (2) ◽  
pp. 164 ◽  
Author(s):  
Sutarno Sutarno ◽  
Agus Setiawan ◽  
Andi Suhandi ◽  
Ida Kaniawati ◽  
Desy Hanisa Putri
Keyword(s):  
Problem Solving ◽  
Virtual Laboratory ◽  
Control Group ◽  
Control Groups ◽  
Control Group Design ◽  
Problem Solving Skills ◽  
Virtual Lab ◽  
And Control ◽  
Academic Year ◽  
Experimental Group

This study aims to explore pre-service physics teachers’ problem-solving skills through the implementation of problem solving virtual laboratory (PSVL) model on the concept of simple pendulum. This research has been conducted at a university in Bengkulu in academic year 2016/2017. This research is a quasi experiment with nonequivalent control group design. Subjects were 70 students divided into experimental and control groups. Students of the experimental group follow lab activity using PSVL model, while the control group used the expository virtual lab (EVL) model. Students’ problem-solving skills are explored using problem-solving skills tests. Based on the data analysis, it is found that the improvement of students’ problem solving skills of experimental group and control group differ significantly. Improved students’ problem solving skills in experiment group was higher than control group. It can be concluded that the implementation of the PSVL model can improve students’ problem-solving skills.

scholarly journals Using Virtual Laboratory Environment for Science Education in Different Educational Settings

2021 ◽  
pp. 475-485
Author(s):  
Athanasios Sypsas ◽  
Evgenia Paxinou ◽  
Dimitris Kalles
Keyword(s):  
Virtual Reality ◽  
Learning Experience ◽  
Optical Microscope ◽  
Virtual Laboratory ◽  
Educational Settings ◽  
Science Courses ◽  
Upper Secondary Education ◽  
Virtual Laboratories ◽  
Hands On ◽  
Biology Lab

Although hands-on laboratory experiments have been traditionally used in education, virtual laboratories have become popular in science courses due to their specific features. In this study, we asked for the students’ opinion on using a 3D desktop-based virtual reality biology lab in two different educational settings, upper secondary education (Lyceum) and University. Our findings indicate that both Lyceum and University students found the use of the virtual laboratory interesting, when learning and practicing on the use of an optical microscope. According to the students’ answers in a specially designed Likert-style questionnaire, this virtual reality-based learning experience was rather satisfactory, helped them easily understand the new topic of microscopy and filled them with confidence regarding their capability to conduct the specific microscopy experiment in a real biology lab. These results, combined with similar findings from other studies, suggest that virtual environments are viewed favourably by students and could be used supplementary to traditional teaching methods applied in hands-on laboratories in different educational settings.

scholarly journals Virtual Laboratory: A Boon to the Mechanical Engineering Education During Covid-19 Pandemic

2020 ◽  
pp. 234763112097075
Author(s):  
N. Kapilan ◽  
P. Vidhya ◽  
Xiao-Zhi Gao
Keyword(s):  
Mechanical Engineering ◽  
Laboratory Experiments ◽  
Engineering Students ◽  
Training Programme ◽  
Virtual Laboratory ◽  
Educational Institutions ◽  
Laboratory Facilities ◽  
Virtual Laboratories ◽  
Laboratory Training ◽  
Academic Year

The engineering students understand the engineering concepts effectively when they conduct the experiments in the laboratory. Hence, laboratory is as important as theory; however, the ill-equipped laboratory facilities affect the students’ learnability. The virtual laboratories may help the students overcome the problems faced by them in the conventional laboratory. In India, educational activities during the middle of the semester were affected due to lockdown related to COVID-19. However, the theory classes were conducted online, and educational institutions are finding it difficult to complete the laboratory experiments due to closure of colleges for the students due to COVID-19 pandemic. Hence, we have conducted a faculty development programme for the engineering college faculty members on mechanical engineering virtual laboratories. Similarly, we have trained the mechanical engineering students on fluid mechanics virtual laboratory. We have taken feedback from the participants of these virtual laboratory training programme and analysed it. From the analysis we have observed that more than 90 per cent of the participants were happy about the virtual laboratory and they expressed that their learning process improved with virtual laboratory experiments. Also, they felt that the virtual laboratories can be used till the COVID-19 pandemic issues are solved. Since the vaccine for COVID-19 is not available yet, the virtual laboratories will help the mechanical engineering students to conduct the laboratory experiments for the academic year 2020–2021.

scholarly journals PEMBELAJARAN KIMIA MENGGUNAKAN REAL-LAB DAN VIRTUAL-LAB DITINJAU DARI KEMAMPUAN AWAL TERHADAP HASIL BELAJAR LAJU REAKSI

2020 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Anggita Efa Rizki ◽  
Feri Andi Syuhada
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Virtual Laboratory ◽  
Cognitive Achievement ◽  
Guided Inquiry ◽  
Virtual Lab ◽  
Virtual Laboratories ◽  
Analysis Technique ◽  
Ability Factor

The objective of this research is to determine the differences and interactions of student learning outcomes with real laboratories and virtual laboratories using the Guided Inquiry model. This research uses an experimental method with a 2x2 factorial design. Samples were taken by purposive sampling. Data collection using test techniques for cognitive achievement. The data analysis technique uses two-way ANAVA technique. The research results by media factors (A) known Fhit>Ftable (48.37>4.08) then Ho is rejected means that there are differences in student learning outcomes with real laboratories and virtual laboratories using Guided Inquiry models. In the initial ability factor (B) known Fhit>Ftable (14.61>4.08) then Ho is rejected means that there are differences in learning outcomes of students with high and low initial ability. In the interaction (AxB) it is known that Fhit>Ftable (33.9>4.08) then Ho is rejected, meaning there is an interaction between students with real laboratories and virtual laboratory with different initial abilities towards learning outcomes.

Low-Cost Virtual Laboratory Workbench for Electronic Engineering

2012 ◽  
pp. 201-217
Author(s):  
Ifeyinwa E. Achumba ◽  
Djamel Azzi ◽  
James Stocker
Keyword(s):  
Resource Constraints ◽  
Low Cost ◽  
Virtual Laboratory ◽  
Electronic Engineering ◽  
Virtual Lab ◽  
Time Space ◽  
Virtual Laboratories ◽  
Laboratory Component ◽  
Undergraduate Engineering Education ◽  
Laboratory Experiences

The laboratory component of undergraduate engineering education poses challenges in resource constrained engineering faculties. The cost, time, space and physical presence requirements of the traditional (real) laboratory approach are the contributory factors. These resource constraints may mitigate the acquisition of meaningful laboratory experiences by students, which is especially true in developing countries. Virtual laboratories can be used to complement the traditional laboratory to enhance students’ laboratory experience. In extreme cases of lack of resources, the virtual lab can be used as an alternative laboratory . Although some research on the implementation of virtual laboratories has occurred, more efforts are required because of the diverse experiential needs and requirements of the engineering curriculum. This paper presents a low-cost, web-based virtual laboratory workbench for use as part of undergraduate electronic engineering courses. Some distinguishing features of the virtual workbench are that students can undertake curriculum-based laboratory activities in a realistic manner; it integrates a Bayesian Network-based assessment structure for the assessment of students’ performance; and it affords the instructor flexibility in designing laboratory exercises.

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