Constructing Reality: A Study of Remote, Hands-on and Simulated Laboratories
Corter, J. E., Nickerson, J. V., Esche, S. K., Chassapis, C., Im, S. & Ma, J.
ACM Transactions on Computer-Human Interaction, Vol. 14, No. 2, Article 7, 27 p., 2007.
Abstract
Laboratories play a crucial role in the education of future scientists and engineers, yet there is disagreement among science and engineering educators about whether and which types of technology-enabled labs should be used.
This debate could be advanced by large-scale randomized studies addressing the critical issue of whether remotely-operated or simulation-based labs are as effective as the traditional hands-on lab format.
The present paper describes the results of a large scale (N = 306) study comparing learning outcomes and student preferences for several different lab formats in an undergraduate engineering course.
The lab formats that were evaluated included traditional hands-on labs, remotely operated labs, and simulations.
Learning outcomes were assessed by a test of the specific concepts taught in each lab.
These knowledge scores were as high or higher (depending on topic) after performing remote and simulated laboratories versus performing hands-on laboratories.
In their responses to survey items, many students saw advantages to the technology-enabled lab formats in terms of such attributes as convenience and reliability, but still expressed preference for the hands-on labs.
Also, differences in lab formats led to changes in group functions across the plan-experiment-analyze process.
For example, students did less face-to-face work when engaged in remote laboratories or simulated laboratories as opposed to hands-on laboratories.