虚拟实验室在工程教育中的有效性:一个元分析
1Philosophy Department, School of Humanities and Social Science, Xi'an Jiaotong University, Xi'an, China.
PloS one
|January 8, 2025
概括
虚拟实验室显著提高工程教育成果,特别是提高学生的动力和参与度. 虽然它们不能取代实践实验室,但它们是有效实验教学的关键补充工具.
科学领域:
- 工程教育 工程教育教育
- 教育技术的教育技术
- 进行元分析分析.
背景情况:
- 由于网络和模拟技术的进步,虚拟实验室在工程教育中越来越普遍.
- 对虚拟实验室对工程教育有效性的影响进行系统分析是有限的.
- 本研究通过进行元分析来弥补这一差距.
研究的目的:
- 系统地分析和总结虚拟实验室对工程学生绩效的影响.
- 量化虚拟实验室对工程教育成果的影响大小.
- 确定虚拟实验室表现出最显著影响的特定领域.
主要方法:
- 对来自22个出版物的46项研究进行了元分析,这些研究来自709篇同行评审文章中.
- 包括使用受控实验和预后设计,以虚拟实验室作为干预措施的研究.
- 分析了报告平均得分比较和标准偏差的研究数据.
主要成果:
- 虚拟实验室是工程教育成果的重要预测因素,其整体效应大小 (Hedges' g) 为0.686.
- 对于"学习动机" (3.571) 和"学习参与" (2.888) 观察到的效果大小最高.
- 虚拟实验室显著提高动机和参与度,弥补传统实验室的局限性.
结论:
- 虚拟实验室是工程实验教学中不可或缺的辅助工具,激发学生的动力和参与.
- 它们不能完全取代实践实验室体验,但可以有效地补充实验室体验.
- 将虚拟实验室与实体体验相结合,是可持续工程教育发展的关键方向.
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