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Virtual laboratory utilization has been trending in STEM undergraduate curricula for over twenty years. A virtual laboratory is an interactive computer simulation that mimics real-world laboratory experiences in silico. Virtual labs are cost-effective pedagogical options for academic institutions that lack adequate funding for physical infrastructure and instrumentation. Virtual labs are an excellent proxy for lab activities threatening individual safety and public health. Further, during the COVID-19 pandemic, virtual labs were the primary pedagogical strategy for laboratory instruction. STEM faculty have developed numerous techniques for incorporating virtual labs into classroom and laboratory activities. New technology like artificial intelligence will expand virtual lab usability and effectiveness. Educational research demonstrates positive student outcomes and other benefits from virtual lab engagement. Continued effective mixed-methods research and production of essential virtual lab-based evaluation materials, such as discipline-specific rubrics, are needed to advance the application of this vital technology further. Moreover, from a software development perspective, many more virtual laboratories are needed in technology, engineering, mathematics, and specialized scientific fields.
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Student perceived value of engineering labs: a lab assessment instrument
Traditionally, engineering labs are expected to reinforce fundamental science, technology, engineering, and mathematical concepts that students need to demonstrate learning in the discipline. The emergence of online degrees, the COVID pandemic, and the development of virtual lab technologies have advanced how educators design lab courses. As these new laboratory environments and practices emerge, the need for tools to evaluate how students experience and value these labs are needed. The Student Perceived Value of an Engineering Laboratory (SPVEL) assessment instrument was designed to address this need. SPVEL is framed on the Technology Acceptance Model, Inputs-Environment-Outcome Conceptual Model, and Engineering Role Identity model. In this work, the SPVEL is validated for in-person engineering laboratories. An Exploratory Load Factor analysis was conducted on the responses to twenty-five questionnaire items using a dataset of 208 participants. The Principal Components Method was employed to extract five factors. Cronbach’s alphas for data reliability for each factor ranged from 0.65 to 0.93, indicating high internal consistency. SPVEL provides a mechanism for elucidating students’ perception of their laboratory experiences, how these experiences influence their engineering role identities, and how students value laboratory experiences as preparatory and reflective of the skills needed for their careers in engineering.
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- Award ID(s):
- 2044879
- PAR ID:
- 10523116
- Publisher / Repository:
- IJERE
- Date Published:
- Journal Name:
- International Journal of Evaluation and Research in Education (IJERE)
- Volume:
- 13
- Issue:
- 4
- ISSN:
- 2252-8822
- Page Range / eLocation ID:
- 2148; 2162
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.11591/ijere.v13i4.26660
