Learning Outcomes are Better with Virtual Lab Simulations

Virtual lab simulation is an effective learning intervention that has a measurable impact on learning outcomes. Importantly, research also shows that learning outcomes improve most when virtual lab simulations and traditional teaching methods are combined (Bonde et al, 2014). 

Labster partnered with LXD Research to evaluate the impact of their product on student learning at a large university in Texas. These graphics summarize the results of this exploratory research study examining the impact of Labster use on student outcomes for courses taken during Fall 2022 and Spring 2023.

• Student course pass rates increased by 16% after the introduction of Labster at the University of Eastern Finland.

• Average final course grades increased from a C- to a B at Fisk University after using Labster

• Average final exam grades increased from D+ to B- and final course grades increased from a C+ to a B at San José State University after using Labster

• Test grades of microbiology students who learned with Labster were 19% higher than those of students who learned via traditional teaching methods at Thomas Jefferson University.

• 94% of Alamance Community College microbiology students said they gained domain knowledge, confidence in their lab skills, and felt better prepared for in-person labs after using Labster

“‘Can we demonstrate that the students are meeting course outcomes?’ Check! We can do that.” - Kyle Hammon, biology instructor, Wenatchee Valley College

“In all our correlation models, we observed that Labster had a strong influence on students' learning output. Labster provides the best virtual environment with experiments that motivate students and pedagogically meaningful tasks that result in meaningful learning." - Vesa Paajanen, Senior Lecturer in Animal Physiology, University of Eastern Finland

Student Engagement Improves with Virtual Lab Simulations 

Virtual lab simulations are more effective at engaging students than traditional teaching methods (Chan, 2021). Virtual lab simulations feed curiosity and motivate students to explore phenomena.   

Labster partnered with LXD Research to evaluate the impact of their product on student learning. Samples were randomly drawn from 151,552 students in colleges/universities within the US (from schools with at least 500 simulation plays between Jan 1, 2022 - Dec 4, 2023). Across samples, 74% – 82% of students were highly engaged on the Labster platform, completing labs multiple times on average and achieving quiz scores of 92 - 100%.

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Students feel engaged while using Labster

"It makes science fun and not boring!" - Fall 2023 Student Survey response

• 91% of students at Thomas Jefferson University said Labster was engaging

“For non-science majors to come and tell a biology professor, ‘We love this, this is fun, this is interesting,’ it’s great. It really does improve the students’ learning experience. Happy student, happy teacher.” - Perla Atiyah, associate professor of biology, American University of Bahrain

“I could see them jumping backward and forward to different sections of the particular Labster and also still engaging with me. So they were kind of doing multichannel learning, which was really good because that's going to embed their learning a lot harder a lot faster.”  - Steve Davis, course leader and senior personal tutor for Life Sciences, University of Westminster 

Instructors Save Time with Virtual Lab Simulations 

Virtual lab simulations give instructors the option to assign pre-labs which accelerates in-lab learning. The time saved can be used to expand the curriculum with related content, keep lab sections and class lectures more in sync, or just talk with students.

“Labster helps me add more face-to-face labs because it speeds things up.” - Eddy van Hunnik, bioscience and biotechnology instructor, Alamance Community College

“My favorite thing is that I have more time to talk with students. They concentrate on their virtual labs with high motivation and I can talk to them easily and more extensively.“ - Matthias Polte, biology teacher, RHG Krefeld

“I can spend time with everyone because those skills were already practiced the night before with Labster.” - Diane Sigalas, biotechnology teacher, Livingston High School  

Students’ Confidence and Self-Efficacy Increase with Virtual Lab Simulations 

Self-efficacy is a learner’s own perception of their ability to organize and execute a course of action to produce the desired outcome. Research shows that virtual lab simulations have a positive influence on learners’ self-efficacy and increase their confidence in performing laboratory activities (Kolil et al, 2020). This effect was very pronounced for Labster in particular (Coleman & Smith, 2019; Makransky et al, 2016). 

• 91% of students at Thomas Jefferson University said they felt more confident about doing real labs after using Labster simulations

"Labster allows for self-paced learning and more confidence in class. There’s no opportunity to feel embarrassed or self conscious in front of others." - Fall 2023 Student Survey response

“I definitely think the kids understand the content better when they get to do a simulation. They felt like they were scientists.” - Shawn Zeringue, chemistry teacher, West Ranch High School

Students’ Motivation is Higher with Virtual Lab Simulations 

Unfortunately, many students have the idea that science is boring and disconnected from their lives in the real world. The good news is that research has found that gamified virtual lab simulations are highly motivating to students (Coleman & Smith, 2019; De Vries & May, 2019; Bonde et al, 2014)

“For me personally, doing Labster stimulations has motivated me to do an actual lab experiment.” - Fall 2023 Student Survey response

“Labster keeps me excited because I can imagine myself in my chosen career.” - Fall 2023 Student Survey response

“When I give them a worksheet, they’re not all doing it. But when I give them Labster, they’re all actually doing it. It’s more motivating.”

- Emily Dehoff, biochemistry and life sciences teacher, North County Career Center Vermont

“When students experience the gamification of Labster, they are engaged, they are excited, they are motivated to learn, which makes your job as a teacher that much easier.”

- Diane Sigalas, biotechnology teacher, Livingston High School  

Active Learning is Supported by Virtual Lab Simulations 

The interactive design of virtual lab simulations makes them ideal for STEM educators who want to bring active learning strategies into their teaching. Results of a recent study show that interactive virtual lab simulations can be more effective than passive teaching methods (e.g., lecture, text, and video) (Chan, 2021). 

“The Labster simulations get students to do things. They’re not just sitting there consuming a webinar where their mind can drift. You have to engage with it and have a participatory role in that learning.” - Dr. Stuart Goodall, A&P lecturer, University of Northumbria

“In a virtual environment, students have to make all the decisions. And because they’re putting learning into action in a simulation, it’s more than just trying to memorize something - they can actually pull on those experiences in the future when they need to make a decision.” - Amber Kool, Director of Curriculum and Instruction at the Arizona College of Nursing 

Students Stay Safe and Learn from Their Mistakes with Virtual Lab Simulations 

Students often develop anxiety about performing experiments due to the perceived negative outcomes resulting from making mistakes (Kolil et al, 2020). Virtual lab simulation facilitates immediate feedback to the student and allows them to correct their misconceptions. They can safely perform experiments in a virtual lab simulation without any fear of damage to the equipment or injury to themselves. 

“I like that it corrects my mistakes without making me feel incompetent.” - Fall 2023 Student Survey response

“Students can make mistakes, they learn from those mistakes, and they receive constant guidance from the virtual assistant.”  - Donald Wlodkowic, associate professor of cell biology and toxicology, RMIT University

“Even if they do it wrong [in Labster] the first time, they learn and they correct it. This is how the learning process should be.”   - Luning He, microbiology professor, West Coast University

Accessibility for All Learners Increases with Virtual Lab Simulations 

Designed to support UDL (Universal Design for Learning), Labster’s virtual lab simulations are accessible - with no need for adaptive devices - for students with learning differences and those with low vision, hearing, or other physical impairments. Over 150 of Labster’s most popular simulations can be played using our built-in screen reader which provides auditory descriptions of laboratory equipment, animations, and environmental scenery. They are also playable using keyboard navigation. 

"It helps keep me much more engaged than reading or regular assignments. As someone with ADHD and other focus issues it's much easier to have something with clear instructions and visible results like this."  - Fall 2023 Student Survey response

“I saw some of the students who were slower at reading a book discover they could turn on Labster and keep up with the rest of the class because it would speak to them. And I saw that as a huge change in barrier for someone with that type of learning disability.” - Lewis Mattin, physiology lecturer, University of Westminster 

“People learn in different ways. The principles we teach in the classroom or the lecture theater are so well laid out in the Labster simulations. It reinforces learning, just from a different angle.” - Stuart Goodall, A&P lecturer, University of Northumbria

Conclusion

Evidence for the efficacy of Labster virtual lab simulations is compelling, but will they work for you? It’s free to find out. Discover how Labster can enhance student success in your own science courses. Start today and book your meeting! 

References

Bonde, M.T., Makransky, G., Wandall, J. Larsen, M.V., Morsing, M., Jarmer, H., and Sommer, M.O. (2014). Improving biotech education through gamified laboratory simulations. Nature Biotechnology, 32(7), 694–697.

Brinson, J. R. (2015). Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research. Computers & Education, 87, 218-237.

Chan, P., Van Gerven, T., Dubois, J. L., & Bernaerts, K. (2021). Virtual chemical laboratories: A systematic literature review of research, technologies and instructional design. Computers and Education Open, 2, 100053.

Coleman, S. K., & Smith, C. L. (2019). Evaluating the benefits of virtual training for bioscience students. Higher Education Pedagogies, 4(1), 287-299.

De Vries, L. E., & May, M. (2019). Virtual laboratory simulation in the education of laboratory technicians–motivation and study intensity. Biochemistry and Molecular Biology Education, 47(3), 257-262.

Diwakar, S., Kolil, V. K., Francis, S. P., & Achuthan, K. (2023). Intrinsic and extrinsic motivation among students for laboratory courses-Assessing the impact of virtual laboratories. Computers & Education, 198, 104758.

Kolil, V. K., Muthupalani, S., & Achuthan, K. (2020). Virtual experimental platforms in chemistry laboratory education and its impact on experimental self-efficacy. International Journal of Educational Technology in Higher Education, 17(1), 1-22.

Makransky, G., Bonde, M. T., Wulff, J. S., Wandall, J., Hood, M., Creed, P. A., ... & Nørremølle, A. (2016). Simulation-based virtual learning environment in medical genetics counseling: an example of bridging the gap between theory and practice in medical education. BMC medical education, 16(1), 1-9.

Sharma, B., Gargrish, S., Kaur, A., & Mantri, A. (2022, May). Effect of virtual reality-based pre-lab training simulator on students’ learning and skills in laboratory work: A comparative exploration. In AIP Conference Proceedings (Vol. 2357, No. 1, p. 040025). AIP Publishing LLC.

Schechter, R.L., Chase, P.A., Shivaram, A. (2023). Virtual Lab Implementation Model Predicts STEM Future Plans: Insights from Contemporary Science Courses in Higher Education, Updated November 2023. EdMedia + Innovate Learning, 6-10.

Sypsas, A., & Kalles, D. (2018, November). Virtual laboratories in biology, biotechnology and chemistry education: a literature review. In Proceedings of the 22nd Pan-Hellenic Conference on Informatics (pp. 70-75).