352 students in a first-year undergraduate cell biology course at Universidad Andres Bello in Chile were surveyed about their experience with Labster. Key findings include:
- 91.7% agreed Labster was easy to use
- 90% agreed that Labster improved their academic performance in the subject
- 93% agreed Labster helped them visualize science
- 90.3% agreed they wanted to use Labster in the future as a pre-lab
- 89.7% agreed they wanted to use Labster in the future prior to class lectures
- 87.35% agreed Labster made them more motivated to learn
- 85.88% agreed Labster improved their confidence in their learning
- 85.88% agreed Labster gave them more autonomy over their learning
- 84.70% agreed Labster increased their interest in the course
- 81.77% agreed Labster improved their participation in their lessons
These results suggest that using Labster increased student confidence and improved attitudinal competencies that are important for student learning.
Labster improved students' academic performance and led to a greater understanding of theoretical concepts and practical skills.
Students preferred Labster to prepare for traditional theoretical lectures as well as to prepare for face-to-face practical lab experiences, consistent with using Labster as part of a flipped classroom model of teaching.
Citation: Navarro, C., Arias-Calderón, M., Henríquez, C. A., & Riquelme, P. (2024). Assessment of student and teacher perceptions on the use of virtual simulation in cell biology laboratory education. Education Sciences, 14(3), 243. https://doi.org/10.3390/educsci14030243.
