Virtual-laboratory based learning to improve students’ basic engineering competencies based on their spatial abilities

Abstract

This study aims to determine the effect of learning in Classic Tutorial Virtual Laboratory (CT-VLab) and Exploratory Tutorial Virtual Laboratory (ET-VLab) on student learning outcomes, that is, Immediate Memories Learning Outcomes (IM-LO) and Delayed Memories learning Outcomes (DM-LO) in essential engineering competencies. Moreover, the moderating role of spatial ability in the form of High Spatial Ability (H-SA) and Low Spatial Ability (L-SA) has been examined to assess the change in students learning outcomes. The study used a quasi-experimental approach with a 4 × 2 factorial design. Purdue Spatial Visualization Test to measure spatial abilities and learning outcomes has been applied using standard test instruments. Moreover, a two-way Manova analysis was performed. The results showed that CT-VLab was as good as ET-VLab in improving IM-LO learning outcomes, but for DM-LO, CT-VLab media was superior in maintaining learning outcomes. In addition, spatial ability showed a linear effect on learning outcomes for IM-LO and DM-LO, both in CT-VLab and ET-VLab learning. Furthermore, results revealed that for the H-SA student group, CT-VLab and ET-VLab are effective for improving IM-LO and DM-LO learning outcomes, but for the l-SA group, it is recommended to use CT-VLab.