Distance Education Volume 34, Number 1, ISSN 0158-7919
Teachers use remote labs and simulations to augment or even replace hands-on science learning. We compared undergraduate students' experiences with a remote lab and a simulation to investigate beliefs about and learning from the interactions. Although learning occurred in both groups, students were more deeply engaged while performing the remote lab. Remote lab users felt and behaved as though they completed a real scientific experiment. We also examined whether realistic visualizations improved the psychological and learning experiences for each lab. Students who watched live video of the device collecting their data in the remote lab felt most engaged with the task, suggesting that it is the combination of the realistic lab and realistic video that was of the greatest benefit. (Contains 1 table and 1 figure.)
Sauter, M., Uttal, D.H., Rapp, D.N., Downing, M. & Jona, K. (2013). Getting Real: The Authenticity of Remote Labs and Simulations for Science Learning. Distance Education, 34(1), 37-47. Retrieved March 26, 2019 from https://www.learntechlib.org/p/167688/.
Wilfried Admiraal, Lysanne Post, Pengyue Guo, Nadira Saab, Sari Makinen, Ohto Rainio, Johanna Vuori, Jacky Bourgeois, Gerd Kortuem & Gerard Danford
International Journal of Technology in Education and Science Vol. 3, No. 2 (Feb 04, 2019) pp. 85–94
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