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Hellenic Open University has been developing Onlabs, a virtual biology laboratory simulating its on-site laboratory, for its students to be trained before the on-site learning activities. The evaluation of user performance in Onlabs is based on a scoring algorithm, which admits some optimization by means of Genetic Algorithms and Artificial Neural Networks. Moreover, for a particular experimental procedure (microscoping), we have experimented with incorporating into it some background knowledge about the procedure, which allows one to break it down in a series of conceptually linked steps in a hierarchical fashion. In this work, we review the flat and hierarchical modes used for the calibration of the automated assessment mechanism and offer an experimental comparison of both approaches with the aim of devising automated scoring schemes which are fit for training in an at-a-distance learning context. Overall, the genetic algorithm fails to deliver good convergence results in the non-hierarchical setting but performs better in the hierarchical one. On the other hand, the neural network most of the time converges, with the non-hierarchical network achieving a slightly better convergence than the hierarchical one, with the latter, however, delivering a smoother and more realistic assessment mechanism. [ABSTRACT FROM AUTHOR]

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract — The objectives of this study were to develop the Laboratory of Immersive Learning in Health and Nursing - LIASE, based on the main themes of biosafety in health, and to evaluate the learning process of undergraduate nursing students from a public federal university through portable Electroencephalogram (EEG) Emotiv Insight 2.0, observation, and Intrinsic Motivation Inventory. The present research contains a qualitative-quantitative, exploratory, and experimental methodology from a pilot virtual laboratory, developed in the Immersive Virtual World - IVW, represented in this study by Second Life - SL. The sample consisted of 17 students who agreed with the inclusion criteria of the study. Among them, 9 students had stable EEG signals. Those students were observed during the monitoring of brain activity by the EEG, and at the end of the proposed learning pathway, they filled out the Intrinsic Motivation Inventory. Intrinsic Motivation Inventory (IMI). The results were obtained through triangulation of the different collection instruments and the variables - Stress, Enthusiasm/Excitement, Engagement, Focus/attention, and Relaxation, measured and verified by the Emotiv algorithm's brain wave analysis, which algorithm which correspond to the metrics of brain performance.

AbstractThe transformation of the chemical engineering profession is occurring in response to the industry needs of the rapidly-developing bioeconomy and biosector across Europe. To meet these requirements, a new Biotechnology and Bioprocessing module has been designed and offered to Chemical Engineering undergraduates at Aston University, UK. This module bridges chemical engineering and biosciences disciplines, providing students with new skills and knowledge to better understand the opportunities available to chemical engineering professionals within the biosector. Here, we evaluate how the use of digital technologies enhances the student’s learning experience using a range of innovative learning activities delivered in a digital environment. The student’s and author’s perceptions are evaluated, and future improvements identified. This module will contribute to preparing graduates for a successful career in the highly competitive landscape of the bioeconomy and biosector. This pedagogical approach prepares graduates for, hybrid and remote study and working patterns and; changing industrial and digital learning demands.

Welcome to Volume 50, Issue 1, of The Canadian Journal of Learning and Technology (CJLT). CJLT is a decades-old peer-reviewed journal that invites English or French submissions on the research and practice of education, technology, and learning. This bilingual journal is free-of-charge to anyone with access to the Internet, is multi-indexed, and presented in accessible formats. There are no article submission/publication fees or access charges.

Hellenic Open University has been developing Onlabs, a virtual biology laboratory simulating its on-site laboratory, for its students to be trained before the on-site learning activities. The evaluation of user performance in Onlabs is based on a scoring algorithm, which admits some optimization by means of Genetic Algorithms and Artificial Neural Networks. Moreover, for a particular experimental procedure (microscoping), we have experimented with incorporating into it some background knowledge about the procedure, which allows one to break it down in a series of conceptually linked steps in a hierarchical fashion. In this work, we review the flat and hierarchical modes used for the calibration of the automated assessment mechanism and offer an experimental comparison of both approaches with the aim of devising automated scoring schemes which are fit for training in an at-a-distance learning context. Overall, the genetic algorithm fails to deliver good convergence results in the non-hierarchical setting but performs better in the hierarchical one. On the other hand, the neural network most of the time converges, with the non-hierarchical network achieving a slightly better convergence than the hierarchical one, with the latter, however, delivering a smoother and more realistic assessment mechanism.

Copyright of Humanities & Educational Sciences Journal is the property of Humanities & Educational Sciences Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

AbstractAs Higher Education Institutions closed for an indefinite period in 2019 due to the COVID19 (coronavirus) pandemic, the urgency to commence with online modes of teaching and learning were realised. The rapid and abrupt transition from face-to-face to online teaching and learning was met with several challenges. However, it prompted new examples of educational innovation using online technologies fostering remote or distance education, such as Virtual Labs. While research suggests that Virtual Labs may improve academic performance, the impact on the students’ independence is limited. This systematic review study aims to determine the effect of VLabs on teaching and self-regulated learning. Fifty-one articles were initially identified from the Web of Science database as a result of the PRISMA guidelines and criteria set out in this study to 16 eligible articles. The following keywords were searched: virtual labs, self-regulation, virtual reality, augmented reality, Higher Education Institution/s, university, college, remote learning, distance learning and online learning. The findings reveal that Higher Education Institutions worldwide are transitioning towards online education. Further findings propose that virtual labs have the ability to initiate self-regulation hence meaningful learning in times of social distancing due to the COVID-19 pandemic. In addition, six key themes were revealed: nurture, truly learner-centred, visualisation, digital natives, learning experience and management skills. This research also provides a strong platform for further research.

The prolongation of the online education period is a significant challenge nowadays in Ukraine. Due to the ongoing war in Ukraine, educational institutions have been destroyed, leading to a significant movement of students both within the country and abroad. Consequently, the quality of educational services has suffered, particularly in technical specialties that require hands-on and laboratory work. The objective of this article is to explore solutions for training Ukrainian students in technical fields under the circumstances of war, with a focus on ensuring their safety and improving the overall quality of education. This article analyzes the existing methods of conducting laboratory work in remote settings. It identifies that distance learning at foreign universities, without the necessity of physical relocation, holds the most promising potential. Moreover, it recommends leveraging the "My Digital Electrical Engineering" (MDEE) laboratory, developed at RTU, for conducting remote laboratory work. A comprehensive examination of the MDEE laboratory is presented, along with a step-by-step algorithm for integrating it into the educational process at KhNAHU. The findings of this study can be utilized to enhance distance learning practices in Ukrainian technical universities. This, in turn, will enable students to continue their education during the war while ensuring their safety and facilitating the acquisition of knowledge at a high standard. [ABSTRACT FROM AUTHOR]

Copyright of Humanities & Educational Sciences Journal is the property of Humanities & Educational Sciences Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Previous research on gamification and virtual laboratories has suggested that both produce successful educational outcomes, but few studies have looked at both gamification and virtual labs in tandem. Drawing on social cognitive theory, we investigate gamification in the virtual labs' context to examine whether learners' educational performance is enhanced. In particular, we employ leaderboards as a motivational gamification mechanism for more engagement and participation that can result in higher learning outcomes. Using a student sample, our results show that using gamification within a virtual lab environment results in higher student performance; specifically, it helps them complete more-complex tasks and increases their self-efficacy. Our findings show promising evidence that gamification in virtual lab learning environments positively influences learning. [ABSTRACT FROM AUTHOR]

When university instructors face the need to train students on an experimental science, it means there should be a strong load of learning how to work in a laboratory, to understand the techniques, and to interpret results. However, it is often the case that there are difficulties associated e.g. to the lack of laboratory space, instrumentation or time in the course schedule. This article presents some guidance that may help in choosing, designing and particularly implementing practices around virtual laboratories and other simulations of experimental environments and techniques. The objectives are to provide a more active and significant learning, by engaging students in the process, to support and facilitate the practical sessions and, in cases where real experiments are not feasible, to provide some alternative exposure of the students to the laboratory work.

Should students investigate with tangible objects and apparatus or are digitally simulated materials and equipment an adequate or perhaps even preferred alternative? This question remains unanswered because empirical evidence is inconclusive and previous reviews are descriptive and synthesize a limited number of studies with small samples. This meta-analysis, therefore, assessed the relative effectiveness of physical versus virtual investigation in terms of conceptual knowledge acquisition and examined whether and how the aggregate effect size was moderated by substantive and methodological study features. Following a systematic search of Web of Science and ERIC for the period 2000–2021, 35 studies comparing physical and virtual investigations were selected for inclusion. Hedges’ g effect sizes for conceptual knowledge acquisition were computed and analyzed using a random effects model. The results showed no overall advantage of either mode of investigation (g = −0.14, 95% CI [−0.33, 0.06]). However, moderator analysis indicated that virtual investigation is more effective for adults compared with adolescents and children, and when touching objects or equipment does not provide relevant sensory information about the concept under study. These results imply that STEM teachers can decide for themselves whether to opt for physical or virtual investigation except when teaching adult students or when touch sensory feedback is substantively irrelevant; in those cases, virtual investigation is preferable.

In recent years, online laboratories have become highly integrated into the educational process due to the development of distance learning tools as well as circumstances associated with the Covid-19 pandemic. As part of a master's degree program in bioinformatics and neuroinformatics, in the academic years 2020--2021 and 2021--2022, the mandatory module "Laboratory Education (LE)" included 9 labs which transitioned to online delivery. A questionnaire was administered to all participants examining their self-reported learning as well as their satisfaction with each lab, the educational material associated with each lab, as well as the facilitator in each lab. A total of 73 postgraduate students completed the questionnaire. According to the results, the overall satisfaction from each laboratory ranged from 3.94 to 4.49/5.00. Furthermore, there is a variety of values in self-reported learning ranging from 23 to 50/50. Finally, although 7 out of 10 students indicated they are satisfied with the distance structure of LE, 8 out of 10 say they prefer LE to be carried out with a physical presence in the labs. [ABSTRACT FROM AUTHOR]

Nowadays, technological teaching tools, such as virtual labs, have become essential, especially in nursing degrees. These resources help implement practical learning based on self-regulation and it is important to know how satisfied students are with them. This means it is important to study students' perceived satisfaction with virtual labs in flipped learning experiences, which was the general objective of the present study. The aims of the study were: (1) to determine whether there were significant differences in nursing students' perceived levels of satisfaction according to the type of subject or gender; (2) to ascertain what strengths and weaknesses nursing students perceived about using virtual labs; and (3) to determine the kinds of feelings (positive, negative or neutral) nursing students had using virtual labs. A mixed research methodology was applied, with a sample of 222 undergraduate nursing students at Burgos University (Spain). There were significant differences in the satisfaction perceived by students depending on the subject. Students reported medium-high satisfaction with virtual labs, although they did note that digital skills are needed to use them and suggested incorporating intelligent assistants. Virtual labs seem to be effective, although further studies are needed. [ABSTRACT FROM AUTHOR]

Abstract Access and personalized instruction required for laboratory education can be highly compromised due to regulatory constraints in times such as COVID-19 pandemic or resource shortages at other times. This directly impacts the student engagement and immersion that are necessary for conceptual and procedural understanding for scientific experimentation. While online and remote laboratories have potential to address the aforementioned challenges, theoretical perspectives of laboratory learning outcomes are critical to enhance their impact and are sparsely examined in the literature. Using Transactional Distance Theory (TDT), this paper addresses the gap through a case study on Universal Testing Machine (UTM). By comparing physical (PL-UTM) and remotely triggerable (RT-UTM) laboratory platforms, the structure and interactions as per TDT are analysed. Characterization of interactivity between remote learners and instructors disclose indicative parameters that affect transactional distances and aid in conceptual understanding in remote laboratory learning environment. An extensive pedagogical study through development of two instruments towards assessing conceptual understanding and perception of platform effectiveness that was conducted both on physical laboratory and RT-UTM showed: (1) remote users conducted experiments 3 times more frequently (2) completed assignments in 30% less time and (3) had over 200% improvement in scores when RT-UTM platform was integrated into mainstream learning.

The paper compares the effectiveness of in-person and virtual engineering laboratory sessions. The in-person and virtual laboratory sessions reported here comprise six experiments combined with short tutorials. The virtual lab combined enquiry-based learning and gamification principles. The integration of the virtual labs with in-person teaching created a blended learning environment. The effectiveness of this approach was assessed based on (i) the student feedback (i.e., a questionnaire with open-ended questions and Likert scale feedback), (ii) the students' engagement with the virtual lab, and (iii) the impact on the academic performance (i.e., class test results). The students reported greater confidence in the understanding of theory in the virtual lab than the in-person lab. This is interesting given that the instruction for the virtual lab and the in-person lab of one experiment is identical (i.e., same instructor, same enquiry-based learning techniques, and same explanations). The students also appreciated the ability to complete the virtual lab anytime, anywhere, for as long as they needed, and highlighted the benefits of the interactivity. The median class test scores of the students who completed some or all the virtual lab experiments was higher than those who did not (83–89% vs. 67%). [ABSTRACT FROM AUTHOR]

Technology has proven effective in enhancing teaching methods. Gesture-based applications have a high potential for use in the development of teaching methods in schools. Simulation and 3D visualization, in particular, are some of the most important technologies that positively affected education. The implementation of these technologies in the education sector can determine students' potential and enhance their interest in learning in scientific fields. This study explored the use of a chemistry education system that integrates virtual simulation and molecular visualization and uses a Leap Motion controller to teach chemistry in secondary schools. The sample comprised 113 students enrolled in four different classes in a public secondary school in Saudi Arabia. The data were analyzed using an ANOVA test to compare the results. The results indicate that the students who used the proposed educational system achieved better learning results than the students who participated in theoretical classroom learning only. Moreover, students who used the proposed educational system learned microscopic-level concepts better than those who used a real chemistry laboratory. Finally, combining simulation and molecular visualization and using gesture-based technology has a significant and positive effect on the students' learning experience, as demonstrated by the results of this study which contributes to the development of education through the utilization of modern technology. [ABSTRACT FROM AUTHOR]

In 2020 many universities were forced to switch to a distant form of education because of the COVID-19 lockdown. This was especially challenging for the engineering specialties, where laboratory and practical exercises are a fundamental part of the educational process. This study presents results from the electrical engineering education in two Bulgarian universities, where the Engine for Virtual Electrical Engineering Equipment was used as a tool for providing virtual labs. At the end of the semester the students were asked to fill in a survey, accounting for their learning program, years of studying, experience with virtual and real labs and the instructions delivery methods used. Data mining algorithms were utilized with the aim to predict students’ rate of understanding and rate of implementation when dealing with virtual labs. Initially, a regression analysis model was created which achieved R-squared above 95%. However, the verification of the model showed an unsatisfactory prediction success rate of 37%. Next, SVM classification was utilized. The verification showed its success rates for predicting the rate of understanding and rate of implementation were 83% and 86%, respectively. This approach could be used to optimize the educational experience of students, using virtual labs, as well as for identification of students that might need additional support and instructions.

Access and personalized instruction required for laboratory education can be highly compromised due to regulatory constraints in times such as COVID-19 pandemic or resource shortages at other times. This directly impacts the student engagement and immersion that are necessary for conceptual and procedural understanding for scientific experimentation. While online and remote laboratories have potential to address the aforementioned challenges, theoretical perspectives of laboratory learning outcomes are critical to enhance their impact and are sparsely examined in the literature. Using Transactional Distance Theory (TDT), this paper addresses the gap through a case study on Universal Testing Machine (UTM). By comparing physical (PL-UTM) and remotely triggerable (RT-UTM) laboratory platforms, the structure and interactions as per TDT are analysed. Characterization of interactivity between remote learners and instructors disclose indicative parameters that affect transactional distances and aid in conceptual understanding in remote laboratory learning environment. An extensive pedagogical study through development of two instruments towards assessing conceptual understanding and perception of platform effectiveness that was conducted both on physical laboratory and RT-UTM showed: (1) remote users conducted experiments 3 times more frequently (2) completed assignments in 30% less time and (3) had over 200% improvement in scores when RT-UTM platform was integrated into mainstream learning. [ABSTRACT FROM AUTHOR]

In 2020 many universities were forced to switch to a distant form of education because of the COVID-19 lockdown. This was especially challenging for the engineering specialties, where laboratory and practical exercises are a fundamental part of the educational process. This study presents results from the electrical engineering education in two Bulgarian universities, where the Engine for Virtual Electrical Engineering Equipment was used as a tool for providing virtual labs. At the end of the semester the students were asked to fill in a survey, accounting for their learning program, years of studying, experience with virtual and real labs and the instructions delivery methods used. Data mining algorithms were utilized with the aim to predict students' rate of understanding and rate of implementation when dealing with virtual labs. Initially, a regression analysis model was created which achieved R-squared above 95%. However, the verification of the model showed an unsatisfactory prediction success rate of 37%. Next, SVM classification was utilized. The verification showed its success rates for predicting the rate of understanding and rate of implementation were 83% and 86%, respectively. This approach could be used to optimize the educational experience of students, using virtual labs, as well as for identification of students that might need additional support and instructions. [ABSTRACT FROM AUTHOR]

Purpose: The main goal of this paper is to determine if the use of a blended methodology can improve performance and satisfaction of the students, with no additional time cost for teachers. As a second objective, the article attempts to explain observed differences across students in the effect of the methodology on study time based on the theory of optimal decision making. Finally, we sketch a simple cost benefit analysis for the digital learning platform (DLP) used. Design: The teachers combined the traditional classes methodology with the adoption of a DLP in two courses of Microeconomics at an undergraduate level at ESIC Business & Marketing School. Subsequently it is analyzed the impact of this methodology on student satisfaction and performance, as well as on student’s study time using different analytical tools. Findings: students’ grades, at the final exam, increased in a significative way as they spent more time with the DLP and/or when they do more digital assignments at home. Their satisfaction with the blended methodology, and the use of the DLP was quite high for most of students. Their feedback on working time relative to traditional methods showed two extremes, either studying much more or much less. We provide a theoretical explanation for this observation, based on Microeconomic theory. A cost-benefit analysis of the DLP tool at an institutional level suggests that its economic costs are more than justified by the economic benefits of the tool in terms of student’s satisfaction, brand reputation and teachers time saving. Contribution: This document provides a methodology to measure the benefits of an innovative learning methodology using relevant indicators and employing advanced statistical techniques as regression analysis. It also helps us to understand student’s behavior in the face of an educational innovation based on technology. The findings are in line with economic theory.

This paper examines and evaluates Virtual Laboratories (VLabs) in consideration of technology design, educational pedagogy, and outcome in tertiary education context for ICT courses. There is a growing demand for VLabs in tertiary education to support remote, flexible, and equitable learning. Most of the universities in Australia offer distance education to students who do not attend on-campus classes. On-line labs allowing access via an internet connection can offer learners the required infrastructure to complete their lab tasks without attending physical lab facilities. The onset of COVID-19 pandemic in early 2020 has seen further spike in demand for VLabs as accessing online lab facilities to undertake hands on activities from anywhere and anytime was imperative during lockdown periods. Despite their benefits, it is complex to choose an appropriate VLab design or type that ensures effective and improved learning process. This paper presents two case studies using commercial and custom-made VLabs that are analyzed through the lens of learning theories. The outcome of the analysis informs the readers that the teachers’ support (human mediator) and VLabs (teaching tool) are interlinked together in a dialectical way which is an important consideration to achieve successful learning outcome. This study will help educators to make an informed decision in choosing an appropriate VLab design for their teaching content to ensure effective learning outcome.

English language has taken up a new dimension with the technology innovation. It made an individual as a selfreliant person. It redefined the concept of education. It narrowed down the path of education but broaden the scope of education. Knowledge seems to pass through streams of tubes almost at the lightning speed as per the needs of the students. Universities have to bow down due to the power of technology and share the knowledge freely. Technology has further brought the whole world under one roof with the globalization and created more employment opportunities as most of the research is based on English. A self motivated person can learn by themselves even if they cannot reach out to the university. The industry turned to be skill oriented and could offer placement just with the practical knowledge without any demand for certificate. This proved to be an excellent incentive for the motivated learners. Free learning e-resources further became a gateway of opportunities for the enthusiastic learners and this is no exception to any age. The gen-x has plenty of scope whether it is learning to speak language or to learn to pursue whether writing a book or poem or podcast. There are many websites, and especially the social platforms like face book, twitter, instagram and many more platforms are always ready to welcome the budding talent further reduce the age gap and placing high priority for the talent and excellent resource of learning and earning. The demand for the language and the increased work force for the language also turned many towards this language for the better financial benefits. Flexibility of time in learning through online and plenty of material availability in a short time and reduced travel time are the additional conveniences which pull people towards E-resources and online learning. [ABSTRACT FROM AUTHOR]

This work demonstrates that the use of laboratories for the development of curricular work in the area of information technology exclusively supported by cloud computing technology does not decrease the level of learning and assessment objects on the part of students. This scenario arose from the need to interrupt face-to-face classes in physical laboratories due to the COVID-19 Pandemic.

The paper compares the effectiveness of in-person and virtual engineering laboratory sessions. The in-person and virtual laboratory sessions reported here comprise six experiments combined with short tutorials. The virtual lab combined enquiry-based learning and gamification principles. The integration of the virtual labs with in-person teaching created a blended learning environment. The effectiveness of this approach was assessed based on (i) the student feedback (i.e., a questionnaire with open-ended questions and Likert scale feedback), (ii) the students’ engagement with the virtual lab, and (iii) the impact on the academic performance (i.e., class test results). The students reported greater confidence in the understanding of theory in the virtual lab than the in-person lab. This is interesting given that the instruction for the virtual lab and the in-person lab of one experiment is identical (i.e., same instructor, same enquiry-based learning techniques, and same explanations). The students also appreciated the ability to complete the virtual lab anytime, anywhere, for as long as they needed, and highlighted the benefits of the interactivity. The median class test scores of the students who completed some or all the virtual lab experiments was higher than those who did not (83–89% vs. 67%).

Copyright of International Journal of Research in E-Learning is the property of Wydawnictwo Uniwersytetu Slaskiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Social networks continuously change as new ties are created and existing ones fade. It is widely acknowledged that our social embedding has a substantial impact on what information we receive and how we form beliefs and make decisions. However, most empirical studies on the role of social networks in collective intelligence have overlooked the dynamic nature of social networks and its role in fostering adaptive collective intelligence. Therefore, little is known about how groups of individuals dynamically modify their local connections and, accordingly, the topology of the network of interactions to respond to changing environmental conditions. In this paper, we address this question through a series of behavioral experiments and supporting simulations. Our results reveal that, in the presence of plasticity and feedback, social networks can adapt to biased and changing information environments and produce collective estimates that are more accurate than their best-performing member. To explain these results, we explore two mechanisms: 1) a global-adaptation mechanism where the structural connectivity of the network itself changes such that it amplifies the estimates of high-performing members within the group (i.e., the network "edges" encode the computation); and 2) a localadaptation mechanism where accurate individuals are more resistant to social influence (i.e., adjustments to the attributes of the "node" in the network); therefore, their initial belief is disproportionately weighted in the collective estimate. Our findings substantiate the role of social-network plasticity and feedback as key adaptive mechanisms for refining individual and collective judgments. [ABSTRACT FROM AUTHOR]

The present study compares the relative merits of virtual and real educational laboratories in science and engineering education, in terms of their educational effectiveness and if they were the most appropriate for learning. The age of the students was also investigates as a possible factor affecting the outcome. The authors of the present paper started by identifying 67 recent and mutually compatible research papers (articles, doctoral theses, and reviews) and reviewed their content performing a meta-study to discover their findings about the most effective laboratory type. Web-based tools were used, such as e-journals, databases, thematic guides, and portals, catalogues of other libraries offered by a variety of universities. A critical analysis followed to compare findings and reach decisions. In a corollary section of the study, the authors conducted some semi-structured discussions with 25 experienced science teachers of secondary, primary, and tertiary education, for verification purposes. Discussions followed, all participants being arranged in 5 different groups, focusing on still open topics in need of further clarification. The present two-prong analysis resulted in a number of interesting results, presented herein, on the relative effectiveness of virtual and real laboratories as a factor of student age. [ABSTRACT FROM AUTHOR]

Capture the flag (CTF) challenges are broadly used for engaging trainees in the technical aspects of cybersecurity, maintaining hands-on lab exercises, and integrating gamification elements. However, deploying the appropriate digital environment for conducting cybersecurity exercises can be challenging and typically requires a lot of effort and system resources by educators. In this paper, we present PocketCTF, an extensible and fully independent CTF platform, open to educators to run realistic virtual labs to host cybersecurity exercises in their classrooms. PocketCTF is based on containerization technologies to minimize the deployment effort and to utilize less system resources. A proof-of-concept implementation demonstrates the feasibility of deploying CTF challenges that allows the trainees to engage not only in offensive security but also in defensive tasks that have to be conducted during cybersecurity incidents. When using PocketCTF, educators can deploy hands-on labs, spending less time on the deployment and without necessarily having the advanced technical background to deploy complex labs and scenarios.

Abstract: There are many obstacles in achieving the goals of learning physics. One of those is how students’ assumption on physics as something abstract and can not be verified by experiment, because of the unavailability of laboratory and equipment in schools. This study aims to assess if students’ scientific work skills learned through Guided Inquiry method employing Virtual Laboratory is higher than those learned through conventional method. The research used quasi-experimental research method with the Non-equivalent control group design. The data was analyzed by using ANCOVA test. The results showed that when covariable controlled the prior knowledge, students’ scientific working skill is higher with guided inquiry method employing virtual laboratory than those who learned through conventional learning. Key Words: guided inquiry, virtual labs, scientific working skill Abstrak: Banyak kendala yang harus dihadapi dalam mencapai tujuan pembelajaran fisika. Berdasarkan hasil studi pendahuluan, salah satu kendalanya adalah anggapan siswa bahwa materi fisika merupakan sesuatu yang abstrak dan tidak bisa dibuktikan kebenarannya dengan eksperimen di sekolah, karena tidak tersedianya peralatan laboratory. Telah dilakukan penelitian yang bertujuan meningkatkan keterampilan kerja ilmiah siswa yang belajar dengan pembelajaran guided Inquiry berbantuan Laboratory virtual. Metode penelitian yang di implimentasikan adalah kuasi eksperimen, dengan desain penelitian Non-equivalent control-group design. Analisis data menggunakan uji ANCOVA. Hasil penelitian menunjukkan bahwa setelah dikendalikan kovariabel pengetahuan awal, keterampilan kerja ilmiah siswa lebih tinggi pada siswa yang belajar dengan guided inquiry berbantuan laboratory virtual dibanding yang belajar dengan pembelajaran konvensional Kata kunci: Guided Inquiry, Laboratory Virtual

The paper deals with the possibilities of using specialized (virtual labs and simulators, software for natural process simulation) and general (programming languages and libraries, spreadsheets, CAS) software in school researches. Such software as virtual labs, software for natural process simulation, programming languages and libraries in school researches can be used to simulate phenomena that cannot be learned in a school lab (for example, for modeling a radioactive decay or for demonstrating the states of relativistic mechanics). Also, virtual labs in school practice are usually used in those cases where students cannot perform an experiment in real labs. For example, it is convenient for distance learning. The using of programming languages and libraries in physics learning research requires both students’ physics research competencies and programming competencies. That is why using this software in physics classes can hardly be recommended. However, programming languages and libraries can become a powerful tool for the formation and development of research competencies of physics students in extracurricular learning activities. The implementation of the spreadheets and the CAS in school physics researches is the easiest and has its benefits.

Background: Learning is increasingly frequent in B-Learning spaces. It is therefore necessary to study the characteristics that guarantee deeper and more successful learning in these learning environments. Method: We work with sample of 233 university students using the Moodle 3.1 platform in the third year of their degrees in Health Sciences. The effectiveness of four types of B-Learning on Learning Results (LR), behaviors on the platform, and student satisfaction are all studied. Prior knowledge is also used as a covariable. Results: It was found that the B-Learning environment in which the students obtained better general Outcomes Learning Results (LR) and a higher degree of satisfaction was the one that included the use of infographics and virtual laboratories based on Self-Regulated Learning (SRL). Conclusions: The design of B-Learning environments together with the use of SRL, is a factor that enhances effective learning and increases student satisfaction, especially if they include infographics and virtual laboratories. In addition, the use of these resources implements better overall LR on a larger number of students. Likewise, it promotes more homogeneous groups in the general LO. Future investigations will be aimed at verifying these results in other knowledge branches. [ABSTRACT FROM AUTHOR]

Virtual laboratories, an ICT-based initiative, is a new venture that is becoming more prevalent in universities for improving classroom education. With geographically remote and economically constrained institutes in India as the focus, we developed web-based virtual labs for virtualizing the wet-lab techniques and experiments with the aid of graphics favoured animations, mathematical simulators and remote triggered experimentations. In this paper, we analysed perceived usefulness of Biotechnology virtual labs amongst student groups and its role in improving the student’s performance when introduced as a learning tool in a blended classroom scenario. A pedagogical survey, via workshops and online feedback, was carried out among 600 university-level students and 100 remote users of various Indian universities. Comparing learning groups on usage of blended learning approach against a control group (traditional classroom methods) and an experimental group (teacher-mediated virtual labs), our studies indicate augmented academic performance among students in blended environments. Findings also indicated usage of remotely-triggered labs aided enhancing interaction-based lab education enabling anytime-anywhere student participation scenarios.

The teaching of Science is currently conditioned by an ineffective teaching system, with low achievement, high disinterest from the students and poor in research activities and practical experimentation. The need for innovation is a constant. This study presents the development of digital contents, used in Science classes, in Basic Education, by the construction of a virtual research space, with the integration of activities inspired by the Inquiry-based learning, Virtual Environment for Teaching and Learning and practical experimentation in Virtual and Remote Laboratories (LVR). This research is based on the description and discussion of the process of construction of the virtual research space proposed here. From the results obtained, it was possible to identify difficulties such as low collection of available online laboratories and difficult adaptation of the activities and content to the model. On the other hand, the proposal is presented as a potential techno-educational innovation, being a possible propulsor of quality teaching, as well as awakening in the student the interest in science. [ABSTRACT FROM AUTHOR]

Existence of a wide variety of virtual laboratories leads to dilemmas among practitioners in terms of selection of such programs and their adaptation to the subject matter in the pre-service and in-service teacher training processes. The aim of this study is to inform physics educators, teachers, and pre-service teachers of the virtual labs used in teaching physics nowadays, as well as the scope, design, and features of such software. They are used in teaching physics, particularly from primary education to the university level, are introduced and compared, their superior and weak aspects are highlighted, and target audiences, design characteristics, scopes and details, experiment analyses levels, levels of proximity to reality, and user friendliness are presented considering the data obtained from the literature review carried out based on the content analysis method. Thus, this study is intended to contribute to utilization of virtual physics labs by users with expected efficiency. [ABSTRACT FROM AUTHOR]