&lt;p&gt;Flexible Learning Via Web-Based Virtual Teaching and Virtual Laboratory
            Systems&lt;/p&gt;

Chu, Kin Cheong; Leung, Dennis Y.C.

doi:10.21061/jots.v29i2.a.5

Cited by 5 publications

(4 citation statements)

References 3 publications

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“…With the aid of a PC and a computer animation, concepts can also be displayed dynamically in two or three dimensions, or even in an interactive form in combination with videos and symbolic records. A great many researchers report findings which confirm that the use of computers in the science classroom results in better learning outcomes (Dori & Barnea, 1997;Chu & Leung, 2003;Dori et al, 2003;Zimmerer et al, 2003;Kocijancic & O'Sullivan 2004;Keller, 2005;Dori & Belcher, 2005;Abdulwahed & Nagy, 2009;Rajendran et al, 2010;Barak & Dori, 2011;Rizman-Herga & Dinevski, 2012). The study by Smith & Villarreal (2015), however, showed that the use of animations had no effect on the students' views on the movement of particles within the liquid.…”

Section: Dynamic Visualization In the Virtual Laboratory Enhances The Fundamental Understanding Of Chemical Conceptsmentioning

confidence: 95%

Dynamic Visualization in the Virtual Laboratory Enhances the Fundamental Understanding of Chemical Concepts

Herga¹,

Glažar

Dinevski

2015

JBSE

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In natural science education it is important that the macroscopic, submicroscopic and symbolic levels are interconnected in a student’s mind. Primary school children have the greatest difficulty in understanding the sub-microscopic, which is outside their experiential framework. This research examines the classroom application of the virtual laboratory in integrating macroscopic, submicroscopic and symbolic aspects of chemistry. Pupils of the seventh grade, aged between 12 and 13 years (N = 225), participated in the didactic experiment that was conducted in ten primary schools in Slovenia. The fundamental research question was whether pupils studying the same natural science content using the virtual laboratory performed better than those who did not. The results of the experiment revealed that in terms of knowledge acquisition the use of a virtual laboratory improved pupil performance in relation to those who did not use elements of dynamic visualisation in the classroom. In accordance with Bloom’s cognitive scale, it was demonstrated that in relation to basic, higher and advanced levels of knowledge and comprehension, the use of the virtual laboratory positively influences pupils’ understanding of selected concepts in chemistry. Key words: virtual laboratory, dynamic visualization, chemical concepts, submicroscopic level.

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Section: Dynamic Visualization In the Virtual Laboratory Enhances The Fundamental Understanding Of Chemical Conceptsmentioning

confidence: 95%

Dynamic Visualization in the Virtual Laboratory Enhances the Fundamental Understanding of Chemical Concepts

Herga¹,

Glažar

Dinevski

2015

JBSE

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“…Chamunyonga et al [7] believed that the application of 3D virtual technology in education can improve the learning motivation of medical students in specific medical teaching projects. Chu et al [8] set up an interactive virtual teaching (VT) system and another VL system for students studying engineering sub-degree courses. The study results indicate that such VT system makes an excellent complement to traditional classroom and laboratory resources by reducing teachers' workload and improving the academic performance of students.…”

Section: Hypothesis Developmentmentioning

confidence: 99%

The Influence Mechanism of Virtual Experiment Teaching on the Behavioural Intention of Distance Learners

Shou

2022

Int. J. Emerg. Technol. Learn.

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Distance education is restricted by the physical isolation of time and space. Without the ability to communicate face-face with teachers, the learning experience of learners is reduced, which has an impact on their behavioural intention. Virtual labs offer students the chance to be free from the constraints of time and place and conduct the required experiments at anytime and anywhere. To explore the influence mechanism of virtual experiment teaching on the behavioural intention of distance learners from three aspects, including self-efficacy, collaborative learning and teacher guidance, a questionnaire is designed, and the mediating effects of perceived ease-of-use (PEOU) and perceived usefulness (PU) on the relationship between virtual experimental teaching and the behavioural intention of distance learners are analysed. Results show that self-efficacy, collaborative learning and guidance from teachers have a notable frontage influence to the behavioural intention of students. PEOU and PU act as different mediators on the relationship between self-efficacy, collaborative learning and guidance from teachers and the behavioural intention of students. Conclusions obtained from this study can be used to improve the design of the learning process of a virtual experimental platform for related subjects and the promotion of the platform. Moreover, these will be of great reference value to the reform and practice of teaching methods for the practical links.

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“…The majority of computer usage researchers when investigating science came across better results, and improved attitudes towards science if they performed computer-based classes. (Dori and Barnea 1997;Chu and Leung 2003;Kocijancic and O'Sullivan 2004;Keller 2005;Rajendran et al 2010;Barak and Dori 2011). Multimedia display of an experiment helps pupils achieve higher cognitive levels such as the evaluation, analysis, and synthesis of knowledge (Kirscher and Huisman 1998).…”

Section: Visual Presentation Modes and The Virtual Laboratorymentioning

confidence: 99%

Virtual Laboratory in the Role of Dynamic Visualisation for Better Understanding of Chemistry in Primary School

Herga¹,

Čagran

Dinevski

2016

EURASIA J MATH SCI T

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Understanding chemistry includes the ability to think on three levels: the macroscopic level, the symbolic level, and the level of particles -sub-microscopic level. Pupils have the most difficulty when trying to understand the sub-microscopic level because it is outside their range of experience. A virtual laboratory enables a simultaneous demonstration of all three levels of a chemical concept along with dynamic visualisation at the submicroscopic level. This study presents the effective usage of a virtual laboratory that can overcome the gap between the previously-mentioned conceptual levels. We carried out a didactic experiment to test the effectiveness of a virtual laboratory that enables dynamic visualisation. The experiment involved seventh-grade pupils (N = 109) from five different primary schools in Slovenia. We asked ourselves the question as to whether the learning outcomes of pupils are better when they use a virtual laboratory rather than in science classes without a virtual laboratory where dynamic visualisation at the submicroscopic and sub-micro levels are only explained by means of static demonstrations. A virtual laboratory has many significant advantages. The results of the didactic experiment showed that, in terms of knowledge acquisition, using a virtual laboratory is better than science classes without visualisation elements.representations are essential for understanding several chemistry concepts and phenomena. Studies indicate that students experience difficulty in understanding the sub-microscopic system of representations because these representations are abstract and cannot be experienced. These problems can be overcome with the use of a virtual laboratory that integrates all three levels of representations. This article deals with a study about a didactic experiment from the pupils' points of view after using a virtual laboratory.

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<p>Flexible Learning Via Web-Based Virtual Teaching and Virtual Laboratory Systems</p>

Cited by 5 publications

References 3 publications

Dynamic Visualization in the Virtual Laboratory Enhances the Fundamental Understanding of Chemical Concepts

Dynamic Visualization in the Virtual Laboratory Enhances the Fundamental Understanding of Chemical Concepts

The Influence Mechanism of Virtual Experiment Teaching on the Behavioural Intention of Distance Learners

Virtual Laboratory in the Role of Dynamic Visualisation for Better Understanding of Chemistry in Primary School

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