Virtual Laboratory

This paper discusses the concept of a virtual digital forensic laboratory, which incorporates networked examination and storage machines, secure communications, multi-factor authentication, role-based access control, and case management and digital asset management systems. Laboratory activities such as the examination, storage and presentation of digital evidence can be geographically distributed and accessed over a network by users with the appropriate credentials. The advantages of such a facility include reduced costs through shared resources and the availability of advanced expertise for specialized cases.

This study investigated the effect of using (VL) on grade 10 students’ conceptual understanding of the direct current electric circuit and their attitudes towards physics. The research used a quantitative experimental approach. The sample of the study was formed of 50 students of the tenth grade, aged 14 to 16 years old, of an official secondary school in Mount Lebanon. Participants were randomly assigned into two groups of 25 students each. The experimental group was taught using VL, where experimental activities were conducted through Circuit Construction Kit developed by the PhET simulations. However, the control group was taught through interactive demonstrations using real laboratory equipment. Both groups were pre and post-tested by means of two instruments: ―Determining and Interpreting Resistive Electric current Concepts test‖ (DIRECT) and ―Physics Attitude Scale‖ (PAS). The data analysis of the DIRECT test scores showed that, after 10 weeks, the conceptual understanding of ...

The use of computer simulations in different scientific activities has grown considerably in the last few years. However, philosophical reflection on computer simulations is rather scarce, partly due to the relative novelty of this type of activity and also probably because of its complexity. Among the crucial elements necessary to analyze simulations philosophically, the decision as to what aspects will be taken into account or what perspective should be adopted to undertake the investigation is most important.
In the present work we suggest that an analysis based on exploratory strategies can be used to illuminate and characterize epistemic and methodological aspects of computer simulations. Putting the focus on the exploratory strategies implies adopting a perspective which although is relevant to the experiments and simulation analysis, is not limited or circumscribed to any of these areas. Exploratory strategies can be found in very diverse scientific practices, not withstanding they can be used to underline philosophically relevant aspects of experimental practices as well as of computer simulation practices. In this way, our proposal goes explicitly beyond the comparison between experiments and simulations, although we are convinced that analyzing exploratory strategies in experiments and simulations helps substantially in the elucidation of their methodological and epistemological roles.

Referensi Tugas UTS No 3 - Jurnal Virtual Laboratory - Mata Kuliah Pembelajaran Biologi Berbasis Komputer dan Internet.
Jurnal 1 (Virtual Biology Laboratory (VLab-Bio): Scenario-based Learning Approach)
Jurnal 2 (Investigating the Effectiveness of Virtual Laboratories in an Undergraduate Biology Course)
Jurnal 3 (Evaluation of an Adaptive Virtual Laboratory Environment Using Western Blotting for Diagnosis of Disease)

Laboratories are important environments in science teaching. There is no doubt that the employment of technology in these environments may change the learning of science, especially as the technology has made its way into nearly every aspect of daily life. This study aimed to investigate the impact of using virtual labs on students' achievement and as well as their attitudes towards science and learning by virtual lab. Achievement pre and posttest and attitudes scale towards science were examined for 69 students divided into two control and experimental groups. Another attitude scale towards virtual labs was only administered to the experimental group. The results indicate that the virtual lab has no impact on students' academic achievement or their attitudes towards science. The results show that the students had overall positive attitudes toward learning by virtual lab. Some recommendations and suggestions are proposed to develop effective learning of science.

One of the original motivations for research in qualitative physics was the development of intelligent tutoring systems and learning environments for physical domains and complex systems. This article demonstrates how a synergistic combination of qualitative reasoning and other AI techniques can be used to create an intelligent learning environment for students learning to analyze and design thermodynamic cycles. Pedagogically this problem is important because thermodynamic cycles express the key properties of systems which interconvert work and heat, such as power plants, propulsion systems, refrigerators, and heat pumps, and the study of thermodynamic cycles occupies a major portion of an engineering student's training in thermodynamics. This article describes CyclePad, a fully implemented articulate virtual laboratory that captures a substantial fraction of the knowledge in an introductory thermodynamics textbook and provides explanations of calculations and coaching support for students who are learning the principles of such cycles. CyclePad employs a distributed coaching model, where a combination of on-board facilities and a server-based coach accessed via email provide help for students, using a combination of teleological and case-based reasoning. CyclePad is a fielded system, in routine use in classrooms scattered all over the world. We analyze the combination of ideas that made CyclePad possible and comment on some lessons learned about the utility of various AI techniques based on our experience in fielding CyclePad.

Laboratuvarlar, öğrenenlerin uygulama becerilerini geliştirmesi açısından teknik bilimler, fen bilimleri
ve uygulamalı bilimler (mühendislik, sağlık bilimleri) gibi bazı disiplinlerde eğitimin ayrılmaz bir parçası
olarak kabul edilir. Günümüzde gerçek laboratuvar ortamlarının benzetimi olan sanal laboratuvarların
hem geleneksel eğitimde hem de uzaktan eğitimde sıklıkla kullanıldığı ve yaygınlaştığı görülmektedir.
Ancak bu sanal laboratuvarlar, çoğunlukla masaüstü veya dizüstü bilgisayarlar için geliştirilmektedir.
Mobil cihazlar için geliştirilen sanal laboratuvar uygulamaları oldukça sınırlı kalmaktadır. Laboratuvar
uygulamalarının çeşitli disiplinlerde mobil cihazlar aracılığıyla verilebilmesi için sanal laboratuvarların
geliştirilmesine ihtiyaç olduğu görülmektedir. Bu kapsamda, bu çalışmada tablet bilgisayarlar için
“Devre Analizi” dersine ait bir sanal laboratuvar geliştirilmiştir. Bu sanal laboratuvar ile öğrenenlerin
mobil cihazların sunduğu imkânlardan faydalanarak; direnç renk kodları ile direnç değerlerini belirleme,
dijital multimetre ile direnç değerlerini ölçme, breadboardu kullanma ve dirençleri seri, paralel ve
karmaşık bağlama gibi Devre Analizi uygulamalarını gerçekleştirmelerini sağlamak hedeflenmiştir.
Geliştirilen bu mobil sanal laboratuvar örneğinin farklı derslerde ve konularda öğrenenlere, eğitmenlere
ve kurumlara fikir vereceği düşünülmektedir.

Статья посвящена раскрытию роли медиаобразовательного сайта как онлайн-платформы накопления, осмысления и обобщения опыта медиаобразовательной деятельности. Проанализирована работа виртуальной учебной лаборатории «Медиакультура в современном городе (MCMC)» (http://mcmc.tilda.ws), в частности творческие проекты студентов Запорожского национального университета, представленные в разделе «Медиакультура» (http://mcmc.tilda.ws/media). Рассмотрен потенциал медиаобразовательного сайта как интеграционного ресурса в процессе формирования гражданского общества.

Keberadaan laboratorium dalam proses belajar mengajar kimia sangat penting. Laboratorium praktikum kimia dapat menunjang proses pembelajaran kimia sehingga dapat meningkatkan pemahaman konsep. Namun dalam kenyataannya banyak kasus dimana laboratorium kimia tidak berfungsi karena keterbatasan alat dan bahan untuk praktikum atau resiko berbahaya. Tidak berfungsinya laboratorium praktikum menyebabkan siswa menjadi tidak memahami konsep dengan baik. Permasalahan ini dapat diatasi dengan virtual laboratory. Laboratorium virtual merupakan serangkaian alat-alat laboratorium yang berbentuk perangkat lunak (software) berbasis multimedia interaktif, yang dapat mensimulasikan kegiatan-kegiatan di laboratorium sebenarnya. Pengembangan laboratorium virtual harus mendekati laboratorium sebenarnya. Dengan menggunakan teknologi augmented reality (realitas tambahan) para praktikan seolah-olah dapat melakukan praktikum seperti yang biasa dilakukan di laboratorium sebenarnya. Diharapkan dengan adanya aplikasi laboratorium virtual ini dapat menyelesaikan permasalahan yang dialami dalam proses belajar mengajar kimia, terutama tidak berfungsinya laboratorium dalam melaksanakan kegiatan praktikumnya.

A modern approach to cultural education and archaeological sciences is presented with the use of new technologies: from Virtual Archeology in Cyber-Archeology and Cyber-Archaeometry. The past cannot be remade, but could be simulated.  The 3D modeling is a very useful practice for the identification, monitoring, conservation, restoration and enhancement of archaeological objects. In this context the 3D computer graphics can support Archeology and heritage policy, offering scholars a "sixth sense" for the understanding of the past, as it allows them almost to live it. The simulation develops virtual affordances and there the correlations contribute to an opportunity for interpretive processing. We present our first contact with Cyber-Archaeometry, by the cyber representation of the petrography (optical) microscope process using avatar, in the spatiotemporal ecosystem of the Archaeometry Laboratory. The software development is done with the 3D Modeling and Game Engine software, Unity3D.

The development of science simulations and games has outpaced their grounding in theory and research on learning and assessment. Both genres draw upon the affordances of technology to provide students with opportunities to engage in active exploration and experimentation in virtual science environments that are impractical or impossible to access otherwise. Science simulations typically fall into three categories—simulations of science

The NSF Summer Institute in Japan program sends about 60 graduate students of all disciplines to Japan each summer. For two months, students participate in research at host labs, visit conferences and other labs of interest, and receive Japanese language and cultural instruction. Full financial support is provided by the American and Japanese governments. During the summer of 1993 the author participated in this program and took the opportunity to visit the Japanese virtual reality research community. He attended two ...

Reproducibility and repeatability of experiments
are  the  fundamental  prerequisites  that  allow  researchers  to
validate  results  and  share  hydrological  knowledge,  experi-
ence and expertise in the light of global water management
problems. Virtual laboratories offer new opportunities to en-
able  these  prerequisites  since  they  allow  experimenters  to
share  data,  tools  and  pre-defined  experimental  procedures
(i.e. protocols). Here we present the outcomes of a first col-
laborative  numerical  experiment  undertaken  by  five  differ-
ent  international  research  groups  in  a  virtual  laboratory  to
address  the  key  issues  of  reproducibility  and  repeatability.
Moving from the definition of accurate and detailed experi-
mental protocols, a rainfall–runoff model was independently
applied to 15 European catchments by the research groups
and model results were collectively examined through a web-
based discussion. We found that a detailed modelling proto-
col was crucial to ensure the comparability and reproducibil-
ity  of  the  proposed  experiment  across  groups.  Our  results
suggest  that  sharing  comprehensive  and  precise  protocols
and running the experiments within a controlled environment
(e.g. virtual laboratory) is as fundamental as sharing data and
tools for ensuring experiment repeatability and reproducibil-
ity across the broad scientific community and thus advancing
hydrology in a more coherent way.

The usage of telepresence robots can have a huge positive impact on education. They can provide remote access to the classrooms. This would be really helpful for students who are absent from school. It was especially noticeable during this period of the Covid-19 pandemic. This technology can complement the online teaching with displaying classroom boards, performing laboratory exercises that require better view and movement, and so on. Here, we show the usage of telepresence robots in education and cases when robots can be used for remote learning. The main goal of this paper is to provide a comprehensive review of studies related to the application of telepresence robots in education in the last 4 years.

Current study examined the effects of virtual and physical laboratory practices on students' conceptual achievement in the subject of electricity and their attitudes towards simple electric circuits. Two groups (virtual and physical) selected through simple random sampling was taught with web-aided material called " Electricity in Our Lives ". Quasi experimental research design was used in the study and " Simple Electric Circuits Achievement Test " composed of three dimensions (CCAB, FCC and RCE) and " Attitude Scale for Simple Electric Circuits " composed of five dimensions were given to the groups are pre and posttests. It was identified that conceptual achievement significantly differed in the CCAB and RCE dimensions of the virtual laboratory implementations on the basis of total scores compared to the physical group whereas no meaningful differences were detected in the FCC dimension. It was also found that virtual laboratory implementations did not generate differences in student attitudes towards simple electric circuits.

The study focused on enhancing students' retention of knowledge using two elearning strategies in Basic Science and Technology in Benue, Nigeria. A non-randomised control group, pretest-posttest quasi-experimental design was employed. The study population comprised 27367 Upper Basic II students where a sample of 202 was drawn using multistage sampling technique. Developed Machine-Assisted Learning (MAL) and Virtual Science Laboratory (VSL) apps by the researchers were used as pedagogical strategies. The instrument used for data collection was Basic Science and Performance Test (BSTPT) which was transformed to Basic Science and Technology Retention Test (BSTRT) through reshuffling. This was validated, trial-tested and subjected to reliability analysis using Kuder Richardson (KR)-21 which gave 0.94. Four research questions were stated and analysed using mean and standard deviation, and graphs while four hypotheses were stated and tested using Analysis of Covariance (ANCOVA) at 0.050 level of significance. The findings revealed that, there were significant differences in the mean retention scores [F2, 195 = 199.689, p = 0.000 < 0.050] among MAL, VSL and Expository groups. A follow up pair wise comparisons confirmed the hypothesis in all the three combinations: MAL and VSL (p = 0.000 < 0.05); MAL and Expository (p = 0.00 0< 0.05) and VSL and Expository (p = 0.000 < 0.05). The findings also revealed that, there was no significant gender disparity in the mean retention scores of the students in MAL [F1, 57 = 0.817, p = 0.370 > 0.050] and VSL [F1, 72 = 0.226, p = 0.636 > 0.050]. It was further found that, there was no significant interaction effect of strategies and gender on the students' mean retention score [F2, 195 = 0.191, p =0.826 > 0.050]. The study concluded that the use of MAL and VSL apps have enhanced students' knowledge retention in BST than expository strategy. Based on the findings, it was recommended among other things that, the government and teachers-trainees' institutions should train teachers on the development and implementation of the MAL and VSL since they have greater effects on students' durable memory.