An Analysis of Health Science Students' Preparedness and Perception of Interactive Virtual Laboratory Simulation

Area of Science:

• Health Sciences Education
• E-learning
• Biotechnology Education

Background:

• Traditional laboratory practicals face limitations including time, cost, safety concerns, and varying student preparedness.
• Virtual laboratory simulations (vLABs) present a potential e-learning solution to overcome these constraints in health sciences education.

Purpose of the Study:

• To determine health science undergraduate students' perceptions of the usefulness of vLABs.
• To assess the impact of vLABs on learning outcomes using deoxyribonucleic acid (DNA) gel electrophoresis and polymerase chain reaction (PCR) as case studies.

Main Methods:

• A questionnaire with 12 items on a 5-point Likert-scale was administered to 87 Year 2 and 3 health science students.
• Learning outcome attainment was evaluated using pre- and post-tests with multiple-choice questions (MCQs).
• Qualitative analysis explored students' experiences and learning derived from the vLAB environment.

Main Results:

• No significant difference was found between pre- and post-test mean scores.
• All participants reported positive perceptions of vLABs, with a median score of 4 (Agree) across all questionnaire items.
• vLABs provided a meaningful and safe learning environment, facilitating individualized learning and enhancing self-efficacy.

Conclusions:

• vLABs effectively complement traditional laboratory sessions by preparing students and activating Kolb's experiential learning cycle.
• vLABs strengthen the attainment of health sciences laboratory learning goals and outcomes, offering a valuable pedagogical tool.