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首页> 外文会议>IEEE International Conference on Technology for Education >Explicit Interactions by Users Form a Critical Element in Virtual Labs Aiding Enhanced Education -- A Case Study from Biotechnology Virtual Labs
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Explicit Interactions by Users Form a Critical Element in Virtual Labs Aiding Enhanced Education -- A Case Study from Biotechnology Virtual Labs

机译：用户的显式交互是虚拟实验室中帮助增强教育的关键要素–来自生物技术虚拟实验室的案例研究

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摘要

Virtual laboratories are ICT tools that are becoming more prevalent in classroom education complementing the lack of resources or tutors while enabling anytime-anywhere student participation scenarios. Specifically disciplines such as biotechnology, which are interaction rich, have seen several types of virtual labs. In this paper, we explore an analysis of student feedback post virtual labs sessions suggesting virtual labs improve teaching and learning experiences via user-interactions. Feedback was collected from undergraduate and postgraduate level students belonging to biotechnology programs. We look at two objectives namely perceived usefulness and the role of interactions on the virtual platform and simulators, in addition to animations. Most data were collected using direct approach via organized workshops. This approach allowed us to extract useful information without concerns of sparseness and unsolicited data compared to remote feedback. Our studies on feedback analysis indicate that student users interpret results in animation based virtual labs. However, a larger percentage of users suggest student usage and performance improved only with interactive simulators rather than animations. Although further tests are being performed, our preliminary studies on 200 participants suggest novel virtual labs models must include a simulation or emulations of lab environment in order to enhance student laboratory skills.
机译：虚拟实验室是ICT工具，在课堂教学中越来越流行，弥补了资源或辅导老师的不足，同时支持随时随地的学生参与场景。具体来说，诸如生物技术等学科具有丰富的交互性，它们已经看到了几种类型的虚拟实验室。在本文中，我们对虚拟实验室会议后的学生反馈进行了分析，表明虚拟实验室通过用户互动改善了教学经验。反馈是从属于生物技术课程的本科生和研究生级别的学生那里收集的。我们着眼于两个目标，即感知的有用性以及除了动画之外在虚拟平台和模拟器上的交互作用。大多数数据是通过有组织的讲习班以直接方式收集的。与远程反馈相比，这种方法使我们能够提取有用的信息，而不必担心稀疏性和未经请求的数据。我们对反馈分析的研究表明，学生用户可以在基于动画的虚拟实验室中解释结果。但是，更大比例的用户建议仅使用交互式模拟器而不是动画来提高学生的使用率和性能。尽管正在进行进一步的测试，但我们对200名参与者的初步研究表明，新颖的虚拟实验室模型必须包括对实验室环境的仿真或仿真，以增强学生的实验室技能。

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