Virtual Laboratories as Preparation to a Practical Laboratory Course at the Example of Genetics

A virtual laboratory is an abstraction of a real laboratory and allows for executing experiments in a computer-based simulation. Goal of virtual laboratories is to train the student’s procedural knowledge that is needed for conducting experiments in a real laboratory environment. Students can train themselves comfortably in a secure environment using the computer and without wasting precious resources such as substances and devices. Different aspects of virtual laboratories in the field of genetics have been evaluated in the past. However, to the best of our knowledge there is so far no evaluation carried out that is investigating the impact of training with a virtual laboratory to the realworld laboratory course. In order to address this gap, we have conducted a comparative study using the photorealistic virtual laboratory GenLab for genetics and genetic engineering. While one group of students (n=18) did receive a training using GenLab prior to real-world laboratory experimentation, the others did not (n=14). We recorded the students’ own assessment of the experiments complexity and comprehensibility. For two experiments, we recorded more detailed information as they were trained using GenLab in the treatment group. In addition, we measured the time needed by the students for conducting experiments in a real laboratory course. The results show that there are some significant differences for the more complex experiment tasks, while this was not observed for the less complex ones. The differences might be explained by the amount of repetitive and rather simpler tasks versus some other tasks that are also repetitive but require higher concentration in order to avoid mistakes. Furthermore, the more complex experiment was reproduced more closely in the virtual lab. This indicates that procedural knowledge is best acquired when the experiment can be reenacted virtually step by step. Overall, working with the virtual lab was perceived positively by the students. Hence, its integration within the curriculum of genetics is considered to be beneficial for the students’ motivation and their preparedness for the real-world lab

The Effect of Using Interactive Virtual Laboratory on High School Students Critical Thinking Skills on Blood Circulation System Material

The role of the laboratory in education can improve skills, including scientific process skills such as analyzing, evaluating, and thinking. One of the thinking skills is high-level thinking involving complex judgment skills, such as critical thinking, but students' critical thinking skills in Indonesia need to be improved. One of the Biology materials that can be carried out in practice is the Human Circulatory System, including the blood group system and heart organ function concepts. It requires expensive tools and materials and avoids disease transmission, so an interactive virtual laboratory medium is needed, one of which is the Howard Hughes Medical Institute (HHMI). This study aimed to determine the effect of using the HHMI interactive virtual laboratory on the critical thinking skills of XI Senior High School students in the Human Circulatory System Material Heart Organ Subchapter. The research used the experimental method and quantitative research. The research design was a Post-Test-Only Control Design, providing a post-test for the experimental and control groups after treatment. The statistical analysis was non-parametric to test the Mann-Whitney U hypothesis with a significance level of 0.05 with SPSS 23. Based on the results of data analysis, it was found that the results of critical thinking skills had a significant difference based on the results of hypothesis testing, with a Sig value of 0.010 at a significant level of 5%. Based on these results, interactive virtual laboratories affect students' critical thinking skills

About the Efficacy of Virtual and Remote Laboratories in STEM Education in Secondary School: A Second-Order Systematic Review

Online laboratories brought new opportunities for instruction. In this work, a secondorder systematic review about the efficacy of virtual and remote labs on learning in high school STEM education is presented. Nine systematic review and a meta-analysis were included. A descriptive summary (qualitative and quantitative) of their findings is provided. On average, online laboratories support learning to an extent comparable to that observed in real labs; their effect is even more positive when they are integrated into more traditional teaching practice (e.g., as pre-lab practice sessions before the hands-on experiments) and when they are supported by adequate teacher feedback. Content knowledge is the learning outcome most often assessed; while practical and inquiry skills related to scientific reasoning are investigated less frequently. The results are promising for instructional design and for the future research, despite the data variability and some methodological limitations of individual studies (lack of relevant quantitative data, such as effect sizes and moderator analysis). Further experimental research is required to estimate the effect of online labs on different learning outcomes and to better understand the moderating role of some variables related to interventions and students

Using Multimedia Interactive Web Blog Science Virtual Laboratory to Improve Students\u27 Critical Thinking and Concept Mastery

The presence and condition of laboratories are critical factors in the success of learning activities through practical work, thereby improving student motivation and interest in learning. This research aims to determine the utilization of a virtual laboratory in improving critical thinking skills and mastery of science concepts for Elementary School Teacher Education (PGSD) students. The research used an experimental method utilizing a quasi-experimental design, specifically a nonequivalent control group design. Purposive sampling was the chosen sampling technique, and the research sample comprised 42 second-semester students from the Elementary School Teacher Education Department enrolled in the Elementary School Science Laboratory course. The samples were intentionally divided into two groups: Group K, the experimental group, and Group O, the control group. A multiple-choice test served as the data collection instrument. The collected data were analyzed using the N-Gain formula and t-test. The N-Gain results for concept mastery in the experimental group are 0.5%, and in the control group, it is 0.3%. Meanwhile, the average score for critical thinking skills in the experimental group is 80.77, and the average score for the control group is 76.31. Therefore, using a virtual laboratory affects students\u27 mastery of concepts and critical thinking skills in Natural Science

Development and preliminary evaluation of the VPS ReplaySuite: a virtual double-headed microscope for pathology

BACKGROUND: Advances in computing and telecommunications have resulted in the availability of a range of online tools for use in pathology training and quality assurance. The majority focus on either enabling pathologists to examine and diagnose cases, or providing image archives that serve as reference material. Limited emphasis has been placed on analysing the diagnostic process used by pathologists to reach a diagnosis and using this as a resource for improving diagnostic performance. METHODS: The ReplaySuite is an online pathology software tool that presents archived virtual slide examinations to pathologists in an accessible video-like format, similar to observing examinations with a double-headed microscope. Delivered through a customised web browser, it utilises PHP (Hypertext PreProcessor) to interact with a remote database and retrieve data describing virtual slide examinations, performed using the Virtual Pathology Slide (VPS). To demonstrate the technology and conduct a preliminary evaluation of pathologists opinions on its potential application in pathology training and quality assurance, 70 pathologists were invited to use the application to review their own and other pathologists examinations of 10 needle-core breast biopsies and complete an electronic survey. 9 pathologists participated, and all subsequently completed an exit survey. RESULTS: Of those who replayed an examination by another pathologist, 83.3% (5/6) agreed that replays provided an insight into the examining pathologists diagnosis and 33.3% (2/6) reconsidered their own diagnosis for at least one case. Of those who reconsidered their original diagnosis, all re-classified either concordant with group consensus or original glass slide diagnosis. 77.7% (7/9) of all participants, and all 3 participants who replayed more than 10 examinations stated the ReplaySuite to be of some or great benefit in pathology training and quality assurance. CONCLUSION: Participants conclude the ReplaySuite to be of some or of great potential benefit to pathology training and quality assurance and consider the ReplaySuite to be beneficial in evaluating the diagnostic trace of an examination. The ReplaySuite removes temporal and spatial issues that surround the use of double-headed microscopes by allowing examinations to be reviewed at different times and in different locations to the original examination. While the evaluation set was limited and potentially subject to bias, the response of participants was favourable. Further work is planned to determine whether use of the ReplaySuite can result in improved diagnostic ability

Web-Integrated Digital Microscope to Improve Students' Spatial Visual Intelligence in Blended Learning-based Plant Anatomy Practicum

Students really need a digital microscope because it can make it easier to observe cells, make it easier to visualize observational images easily and clearly, make it easier to identify observations, make it easier to measure and count the observed objects. students want a plant anatomy practicum to be able to display streaming video of the object being observed using a digital microscope, and students want a plant anatomy practicum report using a web/application that can be used face-to-face and online. The aim of this study was to develop a web-integrated digital microscope to train students' visual-spatial intelligence in plant anatomy practicum based on blended learning.The type of research used in this research is Research and Development. The test subjects in this study were prospective biology teacher students in the second semester of the Biology Education Study Program IAIN Syekh Nurjati Cirebon, which consisted of 5 classes and a total of 1735 students. Sampling used the cluster random sample method, consisting of 2 classes, namely Bio A (experimental class) and Bio C (control class) provided that the population is homogeneous .  The results of the development of a web-integrated digital microscope used in a blended learning-based plant anatomy practicum were stated to be very valid. The developed web-integrated digital microscope can train students' visual-spatial intelligence in blended learning-based plant anatomy practicum, in the high category. There is a significant difference in students' spatial visual intelligence between classes using a web-integrated digital microscope and classes using a binocular light microscope

Website and Marketing Enhancement for MBI

Massachusetts Biomedical Initiatives is a biomedical incubator in Worcester, Massachusetts. In order to enhance recruitment of viable entrepreneurs, selling points which would be most effective in persuading a viable potential entrepreneur to further investigate MBI were first determined. Second, company data was reviewed and arranged to facilitate analysis and presentation to the MBI Board of Trustees. Third, a thorough critique was performed on the company website and changes made which took advantage of research performed and the latest technology available

Biobank quality management in the BBMRI.be network

From as early as 2005, different guidelines and quality standards covering biobank activities and sample handling methods have been developed to improve and guarantee the reproducibility of biomarker research. Ten years on, the BBMRI.be Quality working group wanted to gauge the current situation of these aspects in the biobanks of the BBMRI.be network. To this end, two online surveys were launched (fall 2017 and fall 2018) to the biobank quality managers in the BBMRI.be network to determine the status and setup of their current quality management system (QMS) and how their QMS and related practices have evolved over a 14 month time period. All biobanks addressed by the two surveys provided a complete response (12 and 13, respectively). A QMS was implemented in 85% of biobanks, with 4 standards emerging as primary basis. Supplementary guidelines were used, with a strong preference for the ISBER best practices for biobanks. The Standard Preanalytical Code-an indicator of the preanalytical lifecycle of a biospecimen impacting the downstream analysis results-was already implemented in 50% of the biobanks while the other half intends future implementation. To assess and maintain the quality of their QMS, 62% of biobanks used self-assessment tools and 71% participated in proficiency testing schemes. The majority of biobanks had implemented procedures for general and biobank specific activities. However, policies regarding the business and sustainability aspect of biobank were only implemented in a limited number of biobanks. A clear desire for a peer-review audit was expressed by 69% of biobanks, with over half of them intending to implement the recently published biobank standard ISO20387. Overall, the biobanks of the BBMRI.be network have actively implemented a solid quality approach in their practices. The implementation of ISO 20387 may bring further professionalization of activities. Based on the needs expressed in this survey, the Quality working group will be setting up an audit program for the BBMRI.be biobanks, to enhance, harmonize and streamline their activities. On the whole, the biobanks in the BBMRI.be network are able to substantially contribute to translational research, as a primary facilitator guaranteeing high quality standards and reproducibility