Abstract
The integration of virtual laboratories (VLs) in education has gained significant attention, especially post-Covid-19, due to their potential to augment learning experiences and facilitate distance education in higher institutions. This study evaluates students' perceptions of VLs effectiveness in undergraduate physics courses, addressing two key questions: How do students perceive VLs' effectiveness in understanding theoretical concepts? What are the reported advantages and disadvantages of using VLs compared to traditional on-site laboratories? A questionnaire-based approach was used, involving 80 undergraduate students enrolled in physics courses. The findings indicate a positive impact, with 57.5% of students favoring VLs over on-site laboratories. Students perceive them as valuable tools enhancing the learning experience. While acknowledging these positive outcomes, some students highlight disadvantages of VLs, emphasizing the importance of physical experiments. Consequently, adopting a blended laboratory approach emerges as a promising strategy for educational transformation. By sharing this experience, the authors aim to inspire other educators to explore the potential of integrating VLs to enhance their own courses.
Author Information
Rim Gharbi, Mediterranean Institute of Technology, Tunisia
Rim Gouia-Zarrad, Mediterranean Institute of Technology, Tunisia
Paper Information
Conference: ACE2023
Stream: Learning Experiences
This paper is part of the ACE2023 Conference Proceedings (View)
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To cite this article:
Gharbi R., & Gouia-Zarrad R. (2024) Students’ Perceptions of Virtual Laboratories in University Physics Classes ISSN: 2186-5892 The Asian Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2024.85
To link to this article: https://doi.org/10.22492/issn.2186-5892.2024.85
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