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Relevant bibliographies by topics / Labster Simulations

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Journal articles

Academic literature on the topic 'Labster Simulations'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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Journal articles on the topic "Labster Simulations"

1

Гулай, Ольга, Василина Шемет, Ірина Мороз, Павло Саварин та Віталій Кабак. "ВИКОРИСТАННЯ ВІРТУАЛЬНОЇ ЛАБОРАТОРІЇ LABSTER ДЛЯ ВИВЧЕННЯ ХІМІЇ В ТЕХНІЧНОМУ УНІВЕРСИТЕТІ". Information Technologies and Learning Tools 102, № 4 (2024): 95–107. http://dx.doi.org/10.33407/itlt.v102i4.5737.

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Immersive virtual labs represent a digital paradigm in education that meets the needs and preferences of today’s students. The main advantage is the ability to conduct laboratory and practical work in the physical absence of educational equipment or the inability to use it, which is especially important in the context of martial law restrictions in Ukraine. The article analyzes the experience of using the Labster web platform, which provides virtual laboratory simulations of natural sciences. The virtual laboratory was used in the educational process of Lutsk National Technical University when

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2

Adones, B. Cabural. "Enhancing Conceptual Understanding of Electricity and Magnetism through VR Simulations." International Journal of Current Science Research and Review 07, no. 10 (2024): 7909–17. https://doi.org/10.5281/zenodo.13960956.

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Abstract : The study explores the efficacy of Virtual Reality (VR) simulations in enhancing students’ conceptual understanding of electricity and magnetism, using the Labster platform. Traditional teaching methods often need to adequately convey the complexities of these topics, leading to limited student engagement and poor comprehension. The research compares two groups: one receiving traditional instruction and another using VR-based simulations. The study found that students in the experimental group, who used VR simulations, showed a 35% improvement in post-test scores, compared to

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3

Allen-Baume, Victoria Louise. "Acquisition of experimental chemistry skills with the use of virtual laboratory simulations." International Journal for Innovation Education and Research 13, no. 1 (2025): 1–17. https://doi.org/10.31686/ijier.vol13.iss1.4225.

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The acquisition of laboratory skills is an essential aspect of any Biological Science degree. Access to the physical laboratory has been limited in recent years and as such alternative provision was necessary to ensure students learn these essential skills. This study focusses on the provision of virtual materials in the teaching and learning of the specific technique of acid-base titration on a Life Sciences foundation year chemistry module. To assess the efficacy of this alternative provision is in maintaining the acquisition of students’ experimental skills, worksheet outcomes were compared

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4

Akamu, Ewunkem Jude, Rochelle High, Uchenna B. Iloghalu, Yaser Ahmed, and Liesl K. Jeffers-Francis. "Exploring the Use of Videos and Virtual Simulations in College Microbiology Lab Courses: Student Perception and Pros and Cons." Trends in Higher Education 3, no. 4 (2024): 861–71. http://dx.doi.org/10.3390/higheredu3040049.

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This study aims to explore the advantages and drawbacks associated with the integration of videos and virtual simulations in university microbiology lab courses, comparing them to the traditional in-person approach at North Carolina A&T State University. Utilizing QualtricsXM survey software (XM/os2), data from 190 survey responses were analyzed to understand students’ preferences and perceptions. Participants were asked about their preferred learning style—traditional in-person, virtual, or a combination of both. Results indicated that 57.2% of students favored a hybrid approach, combinin

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5

Navarro, Cristina, Manuel Arias-Calderón, Carolina A. Henríquez, and Paula Riquelme. "Assessment of Student and Teacher Perceptions on the Use of Virtual Simulation in Cell Biology Laboratory Education." Education Sciences 14, no. 3 (2024): 243. http://dx.doi.org/10.3390/educsci14030243.

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Virtual laboratory simulations (VLs), particularly in Biology education, are gaining popularity. This study focused on assessing students’ and teachers’ perceptions of VLs, developed by Labster, in a first-year undergraduate cell biology course. The evaluation involved surveys and interviews with 352 respondents. Findings indicate that over 90% of students found VLs user-friendly and visually engaging. However, around 60% noted the need for significant technical resources, which could limit accessibility. Over 80% of students reported that VLs increased their motivation, autonomy, interest, an

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6

Acero, Liwayway H. "CHALLENGES AND OPPORTUNITIES IN THE STUDY OF CELL USING VIRTUAL ONLINE LABORATORY." International Journal on Bioinformatics & Biosciences 13, no. 1 (2023): 1–11. http://dx.doi.org/10.5121/ijbb.2023.13101.

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Virtual online laboratory simulations for subjects with laboratory component became a trend in universities during COVID-19 pandemic. This study determined the perception of the respondents on the use of Labster online virtual simulation (LVOS) in terms of benefits/opportunities, challenges/drawback, the suggestions of the respondents and the comparison between IPL and LVOS. Mix method (Descriptivequalitative and quantitative) using a questionnaire was used. Frequency, percentages, and T-test were used to analyze the data. Thirty-three BS Human Biology students for school year 2021-2022, were

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7

Kuzmenko, Olha, and Iryna Kobylianska. "Using AI in teaching physical and technical disciplines in the STEM context." Health and Safety Pedagogy 9, no. 2 (2024): 64–69. https://doi.org/10.31649/2524-1079-2024-9-2-064-069.

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The article is devoted to the analysis of the use of artificial intelligence in teaching physical and technical disciplines in the context of STEM education. Modern tools and technologies are considered, such as virtual laboratories (Labster), computing platforms (Wolfram Alpha), adaptive learning systems (Cognitive Tutor), and deep learning models. Particular attention is paid to the advantages of AI, including personalization of learning, automation of assessment, modelling of complex physical processes, and integration of experimental data into the educational process of educational institu

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8

САЛЬНИК, Ірина, та Олена ФОМЕНКО. "ІМЕРСИВНІ ТЕХНОЛОГІЙ В УМОВАХ ДИСТАНЦІЙНОГО ТА ЗМІШАНОГО НАВЧАННЯ". Physics and educational technology, № 2 (24 жовтня 2023): 36–44. http://dx.doi.org/10.32782/pet-2023-2-5.

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У статті розкриваються ключові аспекти використання імерсивних технологій в умовах дистанційного та змішаного навчання фізики. Дослідження останніх років, які проаналізовано, показують важливість імерсивних технологій у покращенні якості освіти та залученні учнів і студентів до вивчення природничих дисциплін, особливо в умовах, коли традиційні методи навчання обмежені або недостатні. Метою нашої роботи є визначення методичних особливостей використання технологій віртуальної та доповненої реальності. Для розв’язання завдань дослідження проаналізовано потенційні переваги використання даних техно

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9

Anbu Principal, K. "Enhancing Physics Education through Artificial Intelligence Tools." Scientiarum: A multidisciplinary journal 1, no. 3 (2025): 25–32. https://doi.org/10.54646/sapars.2025.13.

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The integration of Artificial Intelligence (AI) in education has opened new avenues for enhancing the teaching-learning process, particularly in subjects like physics, which often involve complex concepts and abstract reasoning. This research explores the application of AI tools in the domain of physics education and evaluates their effectiveness in improving student engagement, conceptual understanding, and performance outcomes. As traditional teaching methods frequently struggle to meet the diverse needs of 21st-century learners, AI offers promising alternatives through adaptive learning pla

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10

Babayeva, Z., and G. Sadigova. "APPLICATION OPPORTUNITIES OF DIGITAL SKILLS IN BIOLOGY TEACHING." Sciences of Europe, no. 155 (December 27, 2024): 43–45. https://doi.org/10.5281/zenodo.14561002.

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In the article, the perspectives of the application of digital skills, 3D technologies, STEAM method in the teaching of biology are brought to attention. the importance of biology teachers' digital skills was highlighted by showing the works done in this field as an example. The necessity of increasing the technological literacy of both high school and high school biology teachers is also highlighted in the article. The author illustrated the usefulness of digital skills in the article with the following examples: Easy Access to Information and Resources: Through the Internet, students can eas

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