VIRTUAL LABORATORY SUCCESSFULLY TEACH KEY PRACTICAL LAB TECHNIQUES TO UNDERGRADUATE LIFE SCIENCE STUDENTS

Virtual laboratory simulations offer a truly novel approach to teaching laboratory theory, methodology and practical techniques to students of all ages. Simulations offer solutions to organisational and budget problems for course organisers facing increasing class sizes and need for high quality distance learning resources and are being increasingly appreciated as a pedagogically progressive method to teach. An article published by Labster and independent researchers [1] found 101% increased learning outcomes when mixing traditional teaching methods with Labster's virtual labs.

The aim of this study was to assess for the first time whether engagement with the lab simulation was able to teach students a relevant lab technique (streaking agar plates to produce isolated bacterial colonies). This was achieved by means of a cross study with the students in 2 groups – those who engaged in the lab simulation, and those who received a traditional lab-based demonstration of the technique. After performing the technique in a wet-lab, the technical ability of students in each group was compared. The study also assessed how well student understanding of the concepts of the methodology were attained in both groups. The motivational aspect of this novel teaching method on the class was also evaluated. Students in both groups performed equally well in their practical ability and improvement of knowledge. Non-cognitive outcomes were significantly higher in the student group who learnt via the simulation, with higher measures of self-efficacy and intrinsic motivation [2].

The work presented is a collaborative study undertaken between the University of Glasgow with the University of South Denmark.

References:
[1] Bonde, M.T., et al., Improving biotech education through gamified laboratory simulations. Nat Biotech, 2014. 32(7): p. 694-697.
[2] Makransky, G., et al., Virtual simulations as preparation for lab exercises: assessing learning of key laboratory skills in microbiology and improvement of essential non-cognitive skills. PLOS ONE, 2016. https://doi.org/10.1371/journal.pone.0155895