VEMI Lab 2021

The Virtual Environments and Multimodal Interaction (VEMI) Lab embodies an inclusive, collaborative, and multi-disciplinary approach to hands-on research and education. By bringing together students and faculty from more than a dozen majors and disciplines, VEMI is uniquely positioned to advance computing and STEM initiatives both here at the university as well as in broader communities throughout Maine and nationwide

Pengembangan Virtual Laboratory Berbasis Multimedia Interaktif pada Penanaman dan Pengecatan Bakteri di SMA

This research aims to produce Virtual Laboratory as interactive multimedia on sub material the cultivation and staining of bacteria, knowing about adisability of Virtual Laboratory, and knowing about student responses grade X SMA Negeri 1 Pontianak whom get be taught with Virtual Laboratory. The research method that used is a Development Research. This method includes two stages: a preliminary (the preparation and design) and formative evaluation (self-evaluation, expert reviews, small group, and test fields). The study subject is 37 students. Be based on result of validation by validator of media and matter, Virtual Laboratory get catagorized as valid with the RTVTK is 3,55. Meanwhile the percentage of student responses at 84.15%. So it can be concluded that the Virtual Laboratory is fit for use as a media of learning

VEMI Newsletter, October 2024

The VEMI Lab focuses on research and development related to how humans interact with technology and how we can leverage technology to overcome pressing issues and convey information in new and inclusive ways. We employ a diverse and interdisciplinary group of students, both graduate and undergraduate, who are eager to collaborate on intellectually intriguing projects and conduct research with cutting-edge hardware and software

Genuine lab experiences for students in resource constrained environments: The RealLab with integrated intelligent assessment.

Laboratory activities are indispensable for developing engineering skills. Computer Aided Learning (CAL) tools can be used to enhance laboratory learning in various ways, the latest approach being the virtual laboratory technique that emulates traditional laboratory processes. This new approach makes it possible to give students complete and genuine laboratory experiences in situations constrained by limited resources in the provision of laboratory facilities and infrastructure and/or where there is need for laboratory education, for large classes, with only one laboratory stand. This may especially be the case in countries in transition. Most existing virtual laboratories are not available for purchase. Where they are, they may not be cost friendly for resource constrained environments. Also, most do not integrate any form of assessment structure. In this paper, we present a very cost friendly virtual laboratory solution for genuine laboratory experiences in resource constrained environments, with integrated intelligent assessment

Thinking Adaptive: Towards a Behaviours Virtual

In this paper we name some of the advantages of virtual laboratories; and propose that a Behaviours Virtual Laboratory should be useful for both biologists and AI researchers, offering a new perspective for understanding adaptive behaviour. We present our development of a Behaviours Virtual Laboratory, which at this stage is focused in action selection, and show some experiments to illustrate the properties of our proposal, which can be accessed via Internet

Virtual Laboratory to Improve Students' Problem-Solving Skills on Electricity Concept

The purpose of this study is to examine the effect of the use of virtual labs on problem-solving ability of students to the concept of electricity. The subjects were students of physics education at Mataram University. Students were divided into two groups: experimental and control group. The research instrument used was in the form of problem-solving ability tests on electricity concept. The tests employed the form of essay that represent concepts about electricity being studied. The results showed the effect of the use of virtual labs on problem-solving ability of students to the concept of electricity. It can be seen from the different improvement of problem-solving ability in both groups. Problem-solving ability of experimental group is higher than the control group. From the analysis of these problem-solving steps, it can be seen that general students in both classes have the same ability to identify problems and define goals. In the next step, the different improvement in problem-solving skills in the two classes is significant. Experimental class' students have a higher ability to plan and implement problem-solving solutions than those of control class