Work in progress: Pilot study for the effect of simulated laboratories on the motivation of biological engineering students

Abstract

Laboratory sections are at the core of undergraduate STEM education as they grant students the ability to observe how the physical world compares to the concepts taught in the classroom. In the context of engineering (as an applied science field), focus on the application of concepts in an educational setting is especially crucial towards proper career development. The data attained from lab assignments can remarkably improve students' understanding of classroom concepts by allowing students to observe the strengths and weakness of various scientific theories. Compared to traditional engineering disciplines (civil, mechanical, etc.), biological engineering (BE) students have been found to have different motivations for entering the engineering field; therefore, it is paramount that the BE engineering education community capitalizes on this difference to address the systemically lackluster engineering student retention rate.[1] BE students are largely driven to the field for the opportunity to benefit society, which differs compared to traditional engineering majors who cited their love of designing and building.[2, 3] The unique motivational differences of BE students warrants further study, as previous motivational studies in a traditional engineering setting may not be applicable to BE students. The best way to take advantage of the unique motivation of BE students is to engage them in real-world issues and application in the early years of university study.[4] Applying classroom concepts in a laboratory setting could provide students with exposure to the real-world issues that BE students crave to engage with; however, taking advantage of the unique motivations of BEs majors has proven difficult. This is because BE educators face a variety of logistical challenges towards implementing hands-on BE labs, such as limited campus space and expensive equipment that are not shared with other engineering disciplines (cell culturing hoods, incubators, etc.)[5] Therefore, it is believed that implementation of alternative laboratories could fill this educational gap. With advances in computer science, simulated labs have been developed by tech companies and educational institutions to address the logistical challenges of hands-on labs.[6] These simulated labs have been found to cost less and require less setup time in an educational setting, which offers a solution to some of the challenges of hands-on labs.[7] Comparison between lab types is difficult as each type has a different educational objective, as hands-on labs are emphasized for design skills whereas simulated labs for conceptual understanding.[8] However, it was found that the attitudes toward the type of lab is highly influenced by the convenience of the lab assignment.[9] Students liked that the simulated lab required less time on setup and tear-down, which aligns with previous literature[7]. In the end, there was little difference in conceptual outcomes between the lab types, which suggests that alternative labs can be as effective as hands-on labs. Therefore, it is our belief that simulated labs are a feasible alternative for BE educators; however, it is of utmost importance to ensure that BE simulated labs are able to properly address BE student motivations before widespread application into BE curricula.