Comparison of student perceptions of virtual and physical laboratories

Abstract

This paper presents an analysis of student survey responses after completion of three different laboratories, two physical laboratories and a virtual laboratory. Students' perceptions of the three different laboratory experiences are discussed from the focus of intended (metacognitive questions) and actual learning (cognitive questions). The student responses were coded by three researchers, the coding process was modified to increase the interrater reliability from around 0.7 to around 0.9 and was verified by two independent coders. Student perceptions about the laboratory experiences were also correlated to student performance in the class, as measured by the students' scores on all graded assessments for the course. Analysis of metacognitive statements of students show enhanced awareness of experimental design, and greater occurrences of critical thinking and higher order cognition in the virtual laboratories. These statements are consistent with the type of learning that has been previously measured for one of these virtual laboratories, particularly through a think aloud protocol that has been reported elsewhere. © American Society for Engineering Education, 2009.