Student performance and perceptions in a hybrid laboratory model: an exploratory study of interactive virtual simulations and in-person integration in a foundational microbiology course
ABSTRACT Interest in virtual laboratory simulations as a pedagogical tool continues to grow, given the advantages of flexibility, scalability, technology integration, and interactive visualizations. We developed a laboratory model that integrates virtual lab simulations (VLS) and traditional in-pers...
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| Format: | Article |
| Language: | English |
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American Society for Microbiology
2025-04-01
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| Series: | Journal of Microbiology & Biology Education |
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| Online Access: | https://journals.asm.org/doi/10.1128/jmbe.00203-24 |
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| author | Vanessa Ayer Miller Timothy Marks Dorothea K. Thompson |
| author_facet | Vanessa Ayer Miller Timothy Marks Dorothea K. Thompson |
| author_sort | Vanessa Ayer Miller |
| collection | DOAJ |
| description | ABSTRACT Interest in virtual laboratory simulations as a pedagogical tool continues to grow, given the advantages of flexibility, scalability, technology integration, and interactive visualizations. We developed a laboratory model that integrates virtual lab simulations (VLS) and traditional in-person (IP) lab experiences for targeted skill development. In this study, we aimed to compare the effectiveness of VLS versus IP labs in the promotion of procedural, conceptual, and critical thinking levels of understanding. A second research objective was to explore students’ perceptions in using VLS compared to IP labs in an undergraduate microbiology course. Study participants comprised students (n = 49) enrolled in a foundational microbiology course at a private university in the Fall semesters of 2022 and 2023. Identical quizzes were administered to assess learning performance of students who received the VLS first and those who completed the IP lab first. Focus group discussions were conducted, and participant responses were audio recorded for accuracy purposes, transcribed, and analyzed thematically using open and axial coding. The results indicated differences in performance scores between the VLS and IP groups were not statistically significant, suggesting both lab modalities are effective in enhancing learning. Overall, students expressed positive perceptions of VLS, noting detailed explanations, repetition, time management, and visual learning as primary benefits. Furthermore, students indicated an interest in using VLS in a hybrid structure as either a pre-laboratory exercise or a supplemental lab. These findings support the utility of a hybrid laboratory model in a foundational microbiology course for training pre-clinical students. |
| format | Article |
| id | doaj-art-9b18eed2a4314297b033dd5c19d5951d |
| institution | OA Journals |
| issn | 1935-7877 1935-7885 |
| language | English |
| publishDate | 2025-04-01 |
| publisher | American Society for Microbiology |
| record_format | Article |
| series | Journal of Microbiology & Biology Education |
| spelling | doaj-art-9b18eed2a4314297b033dd5c19d5951d2025-08-20T02:24:51ZengAmerican Society for MicrobiologyJournal of Microbiology & Biology Education1935-78771935-78852025-04-0126110.1128/jmbe.00203-24Student performance and perceptions in a hybrid laboratory model: an exploratory study of interactive virtual simulations and in-person integration in a foundational microbiology courseVanessa Ayer Miller0Timothy Marks1Dorothea K. Thompson2Department of Pharmaceutical and Clinical Sciences, College of Pharmacy & Health Sciences, Campbell University, Buies Creek, North Carolina, USADepartment of Pharmaceutical and Clinical Sciences, College of Pharmacy & Health Sciences, Campbell University, Buies Creek, North Carolina, USADepartment of Pharmaceutical and Clinical Sciences, College of Pharmacy & Health Sciences, Campbell University, Buies Creek, North Carolina, USAABSTRACT Interest in virtual laboratory simulations as a pedagogical tool continues to grow, given the advantages of flexibility, scalability, technology integration, and interactive visualizations. We developed a laboratory model that integrates virtual lab simulations (VLS) and traditional in-person (IP) lab experiences for targeted skill development. In this study, we aimed to compare the effectiveness of VLS versus IP labs in the promotion of procedural, conceptual, and critical thinking levels of understanding. A second research objective was to explore students’ perceptions in using VLS compared to IP labs in an undergraduate microbiology course. Study participants comprised students (n = 49) enrolled in a foundational microbiology course at a private university in the Fall semesters of 2022 and 2023. Identical quizzes were administered to assess learning performance of students who received the VLS first and those who completed the IP lab first. Focus group discussions were conducted, and participant responses were audio recorded for accuracy purposes, transcribed, and analyzed thematically using open and axial coding. The results indicated differences in performance scores between the VLS and IP groups were not statistically significant, suggesting both lab modalities are effective in enhancing learning. Overall, students expressed positive perceptions of VLS, noting detailed explanations, repetition, time management, and visual learning as primary benefits. Furthermore, students indicated an interest in using VLS in a hybrid structure as either a pre-laboratory exercise or a supplemental lab. These findings support the utility of a hybrid laboratory model in a foundational microbiology course for training pre-clinical students.https://journals.asm.org/doi/10.1128/jmbe.00203-24hybrid laboratory modelvirtual lab simulatorVLSin-person labsIPmicrobiology |
| spellingShingle | Vanessa Ayer Miller Timothy Marks Dorothea K. Thompson Student performance and perceptions in a hybrid laboratory model: an exploratory study of interactive virtual simulations and in-person integration in a foundational microbiology course Journal of Microbiology & Biology Education hybrid laboratory model virtual lab simulator VLS in-person labs IP microbiology |
| title | Student performance and perceptions in a hybrid laboratory model: an exploratory study of interactive virtual simulations and in-person integration in a foundational microbiology course |
| title_full | Student performance and perceptions in a hybrid laboratory model: an exploratory study of interactive virtual simulations and in-person integration in a foundational microbiology course |
| title_fullStr | Student performance and perceptions in a hybrid laboratory model: an exploratory study of interactive virtual simulations and in-person integration in a foundational microbiology course |
| title_full_unstemmed | Student performance and perceptions in a hybrid laboratory model: an exploratory study of interactive virtual simulations and in-person integration in a foundational microbiology course |
| title_short | Student performance and perceptions in a hybrid laboratory model: an exploratory study of interactive virtual simulations and in-person integration in a foundational microbiology course |
| title_sort | student performance and perceptions in a hybrid laboratory model an exploratory study of interactive virtual simulations and in person integration in a foundational microbiology course |
| topic | hybrid laboratory model virtual lab simulator VLS in-person labs IP microbiology |
| url | https://journals.asm.org/doi/10.1128/jmbe.00203-24 |
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