The Effectiveness of Using Virtual Experiments on Students' Learning in the General Physics Lab
The Effectiveness of Using Virtual Experiments on Students' Learning in the General Physics Lab
复制标题
普通物理实验室虚拟实验对学生学习的有效性
DOI：
10.28945/4668
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
A. Aljanazrah
中科院分区：
文献类型：
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作者：
Ghadeer Hamed;A. Aljanazrah
目的/宗旨：本研究的目的是探讨虚拟实验在普通物理实验教学中对学生学习成绩和实践技能的影响，以及学生对虚拟实验在普通物理实验教学中应用的看法。
背景资料：关于虚拟实验对学生物理学习的影响以及虚拟实验能否替代或提高学生在真实的实验室中的表现，一直存在着争论。此外，有必要设计更适合数字时代学生特点的有效学习环境，帮助他们获得科学探究和实践技能。
方法学：本研究采用混合研究方法，包括准实验设计、成就测验、参与式观察、半结构式访谈等。两组学生被选中：实验组（45名学生）和控制组（45名学生）。
出资额：研究结果有助于正在进行的关于虚拟实验室在普通物理实验室学习和教学中的作用的讨论，并提供了一种结合虚拟和真实的实验室的模式以及COVID 19时代的替代解决方案。
调查结果：研究结果表明，在普通物理实验室中替代面对面的理论准备至少与使用虚拟实验同样有效。使用虚拟元件的学生对物理概念有了更深的理解，为进行真实的实验做了更好的准备。参加在线视频节省了学生的时间，并为他们提供了更灵活和丰富的学习环境。
对从业人员的建议：鼓励教师使用虚拟实验，而不是面对面的实验室准备。在虚拟实验的设计中加入更多的交互式多媒体和短的在线视频是很重要的。
研究人员建议：虚拟实验的开发可以扩展到科学中的其他实验和主题。鼓励研究人员将定量和定性数据收集工具联合收割机结合起来，以便更深入地探索学生在虚拟环境中的学习。
对社会的影响：虚拟实验室有可能为学生和大学节省时间和成本，因为它们减少了在大学真实的实验室的时间。虚拟实验提供了灵活的学习机会，可以克服时间，速度和地方的障碍，为学习者从社区。它们还为因大流行造成的紧急情况而需要的物理距离提供了解决方案。
未来研究：需要进一步的研究，包括整个介绍性物理实验室的虚拟课程的发展，并探讨在物理和科学的其他主题的数字（虚拟）转换以及。
Aim/Purpose: The objective of this study is to explore the effectiveness of using virtual experiments on students’ level of achievement and on their practical skills as well as their views on applying the virtual experiments in a general physics lab.
Background: There is a continuous debate in the literature on the effect of using virtual experiments/ lab on students’ physics learning and whether those virtual experiments can substitute and/or enhance students’ performance in the real lab. Also, there is a need to design effective learning environments which are more suitable to students’ characteristics in the digital age and can help them to acquire science inquiry and practical skills.
Methodology: Mixed research methodology is adopted including quasi-experimental design, achievement test, participatory observation, and semi-structured interviews. Two groups of students were selected: an experimental group (45 students) and control group (45 students).
Contribution: The study results contribute to the ongoing discussion on the role of virtual lab in learning and teaching general physics lab and provide a model of combining virtual and real lab as well as an alternative solution under the times of COVID 19.
Findings: The results of the study showed that substituting face-to-face theoretical preparation in the general physics lab is at least equally effective as using virtual experiments. Students with virtual components acquired deeper understanding of physics concepts and were better prepared for carrying out real experiments. Attending online videos spared students’ time and provided them with a more flexible and rich learning environment.
Recommendations for Practitioners: Faculty members are encouraged to use virtual experiments instead of face-to-face lab preparation. It is important to include more interactive multimedia and short online videos in the design of the virtual experiments.
Recommendation for Researchers: The development of virtual experiments can be extended to other experiments and topics in science. Researchers are encouraged to combine both quantitative and qualitative data collection tools to allow deeper exploration of students learning in the virtual environments.
Impact on Society: Virtual labs have the potential to save time and cost for both students and university as they reduce presence hours at the university in the real lab. Virtual experiments provide flexible learning opportunities that can overcome time, pace, and place barriers for learners from the community. They also provide a solution for physical distancing needed due to the emergency conditions imposed by the pandemic.
Future Research: Further investigations are needed to include the development of the whole introductory physics lab into virtual course and to explore the digital (virtual) transformation of other topics in physics and science as well.