The research concluded that Labster is a valuable educational tool that enhances confidence and understanding. It is best used to complement rather than replace traditional face-to-face laboratory experiences in undergraduate life sciences. Notably, 90% of students reported that Labster increased their confidence in experimental science.
Through focus groups and surveys, students highlighted that Labster provided flexibility in learning pace and helped with conceptual understanding, but they missed the social interaction and immediate instructor feedback available in physical labs.
This comprehensive study from Dundalk Institute of Technology examined student perceptions of Labster across multiple life sciences programs from 2021-2024, involving over 600 undergraduate students. This represents the most extensive systematic analysis of student perceptions of Labster interactive labs conducted in Ireland, providing valuable insights for integrating Labster into higher education curricula.
Citation:
Griffin, C. S., Loughran, S., Kelly, B., Healy, E., Lambe, G., van Rossum, A., ... & Drumm, B. T. (2025). Virtual laboratories complement but should not replace face-to-face classes: Perceptions of life science students at Dundalk Institute of Technology, Ireland. Advances in Physiology Education. Retrieved from https://journals.physiology.org/doi/abs/10.1152/advan.00227.2024.
