Résumés
Abstract
It is becoming necessary to examine learners’ use of and experiences with virtual laboratories. Learners’ interest and motivation to use virtual laboratories are important factors for the success of these platforms. This study was conducted to analyze Kyrgyz learners’ use of virtual laboratories in a physics course at the university level. The study was performed in the 2019–2020 spring term at a state university in Kyrgyzstan. The study took a quantitative approach, with 376 Kyrgyz learner participants studying at the undergraduate level. The participants were divided into three groups: the first and second used different virtual laboratory platforms, while the third was involved in face-to-face labs. Quantitative data were collected using an online questionnaire which consisted of items related to demographic characteristics, motivation and experience, and physics laboratory attitudes. The results demonstrated differences among the groups regarding factors of motivation and experience. In addition, learners’ physics laboratory attitudes differed with respect to gender and grade point average (GPA) factors.
Keywords:
- virtual lab,
- Physics,
- motivation,
- experience,
- attitude
Résumé
Il devient nécessaire d'examiner l'utilisation et les expériences des apprenants avec les laboratoires virtuels. L'intérêt et la motivation des apprenants à utiliser les laboratoires virtuels sont des facteurs importants pour le succès de ces plateformes. Cette étude a été menée pour analyser l'utilisation des laboratoires virtuels par les apprenants kirghizes dans un cours de physique au niveau universitaire. L'étude a été réalisée au cours de la session de printemps 2019-2020 dans une université d'État du Kirghizistan. L'étude a adopté une approche quantitative, avec 376 participants apprenants kirghizes étudiant au premier cycle universitaire. Les participants ont été répartis en trois groupes : le premier et le deuxième ont utilisé différentes plateformes de laboratoire virtuel, tandis que le troisième groupe a participé à des laboratoires en présentiel. Les données quantitatives ont été recueillies à l'aide d'un questionnaire en ligne comprenant des éléments relatifs aux caractéristiques démographiques, à la motivation et à l'expérience, ainsi qu'aux attitudes à l'égard des laboratoires de physique. Les résultats ont démontré des différences entre les groupes concernant les facteurs de motivation et d'expérience. De plus, les attitudes des apprenants en laboratoire de physique différaient en ce qui concerne les facteurs de genre et de moyenne pondérée cumulative (MPC).
Mots-clés :
- Laboratoire virtuel,
- Physique,
- Motivation,
- Expérience,
- Attitude
Parties annexes
Bibliography
- Abou Faour, M., & Ayoubi, Z. (2017). The effect of using virtual laboratory on grade 10 students’ conceptual understanding and their attitudes towards physics. Journal of Education in Science Environment and Health, 4(1), 54–68. https://www.jeseh.net/index.php/jeseh/article/view/131
- Aşiksoy, G., & Islek, D. (2017). The impact of the virtual laboratory on students’ attitudes in a general physics laboratory. International Journal of Online and Biomedical Engineering (iJOE), 13(04), 20–28. https://core.ac.uk/download/pdf/270196739.pdf
- Bajpai, M. (2013). Developing concepts in physics through virtual lab experiment: An effectiveness study. TechnoLEARN: An International Journal of Educational Technology, 3(1), 43–50. https://www.proquest.com/openview/8c8c4b07ff43286968b7bcfeba3238d0/1?pq-origsite=gscholar&cbl=2032154
- Bandura, A. (1986). Social foundations of thought and action – A social cognitive theory. Prentice Hall.
- Daineko, Y., Dmitriyev, V., & Ipalakova, M. (2017). Using virtual laboratories in teaching natural sciences: An example of physics courses in university. Computer Applications in Engineering Education, 25(1), 39–47. https://doi.org/10.1002/cae.21777
- Diani, R., Latifah, S., Anggraeni, Y. M., & Fujiani, D. (2018). Physics learning based on virtual laboratory to remediate misconception in fluid material. Tadris: Journal of Education and Teacher Training, 3(2), 167–181. https://doi.org/10.24042/tadris.v3i2.3321
- Dyrberg, N. R., Treusch, A. H., & Wiegand, C. (2017). Virtual laboratories in science education: Students’ motivation and experiences in two tertiary biology courses. Journal of Biological Education, 51(4), 358–374. https://doi.org/10.1080/00219266.2016.1257498
- Estriegana, R., Medina-Merodio, J.-A., & Barchino, R. (2019). Student acceptance of virtual laboratory and practical work: An extension of the technology acceptance model. Computers & Education, 135, 1–14. https://doi.org/10.1016/j.compedu.2019.02.010
- Falode, O. C. (2018). Pre-service teachers’ perceived ease of use, perceived usefulness, attitude and intentions towards virtual laboratory package utilization in teaching and learning of physics. Malaysian Online Journal of Educational Technology, 6(3), 63–72. https://doi.org/10.17220/mojet.2018.03.005
- Ghatty, S. L. (2013). Assessing students’ learning outcomes, self-efficacy and attitudes toward the integration of virtual science laboratory in General Physics (Publication No. 3590390) [Doctoral dissertation, Southern University and Agricultural and Mechanical College]. ProQuest Dissertations Publishing.
- Gunawan, G., Harjono, A., Sahidu, H., & Herayanti, L. (2017). Virtual laboratory to improve students’ problem-solving skills on electricity concept. Indonesian Journal of Science Education, 6(2), 257–264. https://doi.org/10.15294/jpii.v6i2.9481
- Gunawan, G., Suranti, N. M. Y., Nisrina, N., Herayanti, L., & Rahmatiah, R. (2018). The effect of virtual lab and gender toward students’ creativity of physics in senior high school. Journal of Physics: Conference Series, 1108(1), 1–7. https://doi.org/10.1088/1742-6596/1108/1/012043
- Kolil, V. K., Muthupalani, S., & Achuthan, K. (2020). Virtual experimental platforms in chemistry laboratory education and its impact on experimental self-efficacy. International Journal of Educational Technology in Higher Education, 17(1), 1–22. https://doi.org/10.1186/s41239-020-00204-3
- Masril, M., Hidayati, H., & Darvina, Y. (2018). The development of virtual laboratory using ICT for physics in senior high school. IOP Conference Series: Materials Science and Engineering, 335(2018), 1–8. https://doi.org/10.1088/1757-899X/335/1/012069
- Maulidah, S. S., & Prima, E. C. (2018). Using physics education technology as virtual laboratory in learning waves and sounds. Journal of Science Learning, 1(3), 116–121. https://doi.org/10.17509/jsl.v1i3.11797
- Muhametjanova, G., & Akmatbekova, A. (2019). The web-based learning environment in general physics course in a public university in Kyrgyzstan. EURASIA Journal of Mathematics, Science and Technology Education, 15(3), 1-8. https://doi.org/10.29333/ejmste/100409
- Mushinzimana, X., & de la Croix Sinaruguliye, J. (2016). Attitude of physics students towards physics at College of Science and Technology–University of Rwanda. Rwandan Journal of Education, 3(2), 1–10. https://www.ajol.info/index.php/rje/article/view/157206
- Ranjan, A. (2017). Effect of virtual laboratory on development of concepts and skills in physics. International Journal of Technical Research & Science, 2(1), 15–21. https://ijtrs.com/uploaded_paper/EFFECT%20OF%20VIRTUAL%20LABORATORY%20ON%20DEVELOPMENT%20OF%20CONCEPTS%20AND%20SKILLS%20IN%20PHYSICS.pdf
- Saputra, H., Suhandi, A., Setiawan, A., & Permanasari, A. (2020). Pre-service teacher’s physics attitude towards physics laboratory in Aceh. Journal of Physics: Conference Series, 1521(2), 1–7. https://doi.org/10.1088/1742-6596/1521/2/022029
- Sitotaw, B., & Tadele, K. (2016). Student attitude toward physics in primary and secondary schools of Dire Dawa City Administration, Ethiopia. World Journal of Educational Research and Reviews, 2(2), 14–21.
- Tanrıverdi, G., & Demirbaş, M. (2012). Fizik laboratuarına yönelik tutum ölçeği geliştirme: Geçerlik ve güvenirlik çalışması [Developing an attitude scale towards physics laboratory: A study on validity and reliability]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 13(3), 83–101. https://dergipark.org.tr/en/pub/kefad/issue/59486/854936
- Tüysüz, C. (2010). The effect of the virtual laboratory on students’ achievement and attitude in chemistry. International Online Journal of Educational Sciences, 2(1), 37–53. https://www.academia.edu/download/55398446/Effect_Virtual_lab.pdf
- Winkelmann, K., Keeney-Kennicutt, W., Fowler, D., Lazo Macik, M., Perez Guarda, P., & Joan Ahlborn, C. (2020). Learning gains and attitudes of students performing chemistry experiments in an immersive virtual world. Interactive Learning Environments, 28(5), 620–634. https://doi.org/10.1080/10494820.2019.1696844
- Yusuf, I., & Widyaningsih, S. W. (2020). Implementing e-learning-based virtual laboratory media to students’ metacognitive skills. International Journal of Emerging Technologies in Learning (IJET), 15(5), 63–74. https://pdfs.semanticscholar.org/4b34/adaa8cbc0b90fac867748422b15e843dbc27.pdf