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Research Proposal
Effects of Virtual Labs on Student Learning
Amy Towers
EDTP 639
University of Maryland University College
July 2014
Part One: Introduction
Due to the shift in learning in the area of technology, changes in
curriculum, and lack of funding, schools are moving toward more virtual lab
experiences. Traditional science classrooms use hands on learning labs to teach
and reinforce the content but with these changes we are starting to see more and
more technology (virtual labs) making their way into the science lab. Virtual labs
allow for students to complete labs that they would other wise not be able to
complete. Hands on labs present a few barriers that can be alleviated with the
use of virtual labs such as money, resources, materials, and space. Virtual labs
also allow for students to think independently and to manipulate variables that
may not be able to be manipulated in a traditional classroom. This action
research proposes that virtual labs do offer an equal learning experience, and for
some a richer learning experience, but would like to find the proof and data to
support this. In Psychology Applied to Teaching, Snowman, McCown, and
Blehler (2012, p. 54) make the statement that "virtual learning allows for students
to engage in environments and collaborate with people not otherwise
accessible". With multiple learning styles in one classroom it is imperative to try
to reach and teach the students the way they learn best. Students use
technology all the time, so why not teach them where and how they are
comfortable.
A study will be conducted in a middle school science classroom to see the
effects of virtual labs vs. traditional labs on a students learning. Research will be
gathered on performance and on student interest on both types of labs. The
outcome of this study should reflect the impact of virtual lab use in a classroom
so that a classroom teacher may implement labs that are more conducive to a
learning environment for all students.
Research Question: How do virtual labs affect student learning, as compared
with traditional labs?
Part Two: Review of Literature
With the technology advances and the growing demand for online labs
(virtual labs) in science classes, research has begun on the effects of virtual labs
verses hands on labs (traditional labs). A study was conducted of 18 online
science teachers addressing the use of virtual labs in online courses (Bohr,
2014). This study considered the teachers’ perception of the quality and
effectiveness of virtual labs vs. hands on labs. Survey questions were used from
the objectives listed in the Next Generation Science Standards and the teachers
rated how they felt the virtual labs met these objectives (Bohr, 2014). The
findings of this research stated, “virtual labs are valuable supplements but could
not completely replace hands-on experiences” (Bohr, 2014).
Another study was conducted in 2013 wanting to see the effects of virtual
vs. hands on labs due to increasing costs of hands-on lab and the increase in
distant learning (Hawkins & Phelps, 2013). These researchers separated
general chemistry lab students into two groups. One group completed a handson lab and the other a virtual lab that was created by Iowa State Education
Group (Hawkins & Phelps, 2013). They gave pre and post tests as well as hands
on post test. Their research reported “no significant differences in scores on
either pre-test or post test, or the hands on setup test” (Hawkins & Phelps, 2013).
Though neither of these articles shows a specific increase in learning through a
virtual lab when compared to traditional labs one article I came across did find an
increase in learning.
A study reported by Zacharia and Olympiou (2011) compared learning
from physical and virtual labs in a physics class. Students were broken into 5
different groups: one control group did no labs at all, one did traditional hands on,
one did virtual, and the other two did a combination of both physical and virtual
but flipped who started with which type. Study showed that labs in general are a
better engagement of learning than no labs at all (Zacharia & Olympiou, 2011).
The second finding was that virtual labs are an effective way to promote learning,
unless tactile and olfactory sensory skills are what you are looking to teach
(Zacharia & Olympiou, 2011).
This is a new and upcoming idea with many areas of research to still be
done. Technology is advancing every minute and a report in this area can be
obsolete due to these advances. With the increase in technology and the
demands online learning is putting on our education system, more online lab
developers will take this research into consideration and develop labs that meet
the needs of the learners. This action research hypothesis is that virtual labs do
indeed impact student learning and hope to have the research to support this
hypothesis.
Part Three: Methodology
This study will take place in an 8th grade science classroom. There are 6
different classes that will be tested with an average of 20 students per class.
Three classes (A day) will perform the same type of lab; virtual the first round and
the other three classes (B day) will perform the traditional lab on the same
material and content. Each test group will perform 2 virtual labs and 2 traditional
labs over the 2-week period. (At this point I do not know what the content will be
or the exact lab) Each student will be given a pre test on the material they are
expected to learn from the lab. At the end of each lab students will be given a
post-test testing what they were to learn from the lab. The results will be
compared to see if virtual labs do indeed have an impact on student learning.
Each student will also be given a learning/interest inventory to see which lab they
were more engaged in and or were more interested in. Teacher/researcher will
also observe and take notes to monitor student behavior during lab to observe
engaged behavior. All of these tools will be used in the data to determine if
virtual labs have an impact on student learning when compared to traditional
labs.
Materials needed in order to carry out this action research:

10 ipads or laptop computers (one for each group of 2-3
students)

lab packets for each lab (virtual and traditional- each student
will get their own lab packet to complete

pre and post test (one for each student)

engagement/interest survey (one for each student)

observation notes for educator to observe-this may also be
in the form of a class list with areas to jot notes
Students will be grouped according to class, A day (3 class periods) and B
day (the other 3 class periods), so that 6 total classes will be included in this
research. A day classes will all perform the same type of lab, example virtual,
and B day will due the other, traditional. Each lab will have the same
components but will be presented in a different fashion and media. On the next
class period the students/classes will switch the type of lab they are performing
so that A day classes will then do a traditional lab and B day classes will perform
a virtual lab. This is being done so that the data when compared can give an
accurate reading of virtual lab and traditional lab learning outcomes. The labs
will be aligned with the curriculum that will be taught at that point, which will be
environmental. The virtual lab that will be used is called Gizmos. These virtual
labs are from Explore Learning website, http://www.explorelearning.com/.
Students each have an account in which the teacher has set up for them with a
personal passcode. Students will be given a hard copy of the lab packet but one
is also available on the website. The first section of this virtual lab is done with
the teacher modeling how to approach the lab. Once the students are clear and
understand the lab and outcomes students will work in their lab groups to
complete the virtual lab and the lab packet at their own pace. The Gizmos lab
are set up so that directions are given at each step but allow for the students to
explore other options that they may want to gain more knowledge from. This
allows for more manipulation of variables and possible outcomes. The traditional
labs will mirror content of the Gizmo lab. The traditional lab will be the same
content as the virtual lab but will be hands on in the classroom. Students will be
given a lab packet and will work in groups as they do in the virtual experience.
Each group will have a lab tub with materials needed to complete the lab.
Teacher will model the first section of the lab to ensure understanding before
students begin to work in groups. Traditional labs limit the amount of times an
experiment can take place and the directions of outcomes due to constraints on
amount of materials available. The students will be given a pretest prior to
beginning the labs to test knowledge prior to completion. The post-test will be of
the same content as the pretest to compare the results of the data without errors.
The goal is to see if there was an increase in knowledge and if the type of lab
used makes a difference in the amount of learning that takes place. At the end of
the research students will be given an interest/engagement survey to address
how they feel as students on what helps them learn best. If the goal is truly
trying to teach students how they learn best, their input should be taken into
account by asking them what they think helps them to learn. These inventories
will be scored and presented with the data to see if students feel they learn better
with virtual or traditional labs. The educator will also document on task and off
task (engagement) behavior as the labs are being performed. Some of the
behaviors the educator may look for would be discussions-both on and off topic,
quality of answers, distracted behaviors such as tapping, out of area, or head
down. This data will also be reported to compare to the student survey so to not
report skewed information in any way during this research. All of this research
will take place during a two-week window during the environmental unit. The
exact lessons and content concept covered is not known at this time. The lab
packet, pre and post tests, class lists, and survey will be developed closer to the
date the research will be conducted.
Limitations: This study will be limited and the results will be affected due to
student engagement and interest in the subject. Not all students are interested in
all areas of science and this study is no exception. Using whole class averages
will take this limitation into consideration and not allow it to skew data.
References
Bohr, Teresa M. (2014). Teachers’ perspectives on online virtual labs vs. handson labs in high school science. (Dissertation/thesis). Retrieved from
ProQuest database. http://search.proquest.com/docview/1524023464.
Explorelearning. (2014). Gizmos. Retrieved from
http://www.explorelearning.com/.
Hawkins, I., and Phelps, A.J. (2013). Virtual laboratory vs. traditional laboratory:
which is more effective for teaching electrochemistry?. Chemistry
Education Research and Practice, 14, 516-523. Doi
10.1039/C3RP00070B.
Snowman, J., McCown, R., & Blehler, R. (2012). Psychology applied to
teaching, 13th edition. Retrieved from http://www.coursesmart.com
Zacharia, Z.C. & Olympiou, G. (2011). Physical versus virtual manipulative
experimentation in physics learning. Learning and Instruction, 21, 317331.