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Journal articles on the topic 'Labster Simulations'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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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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11

ZHOU, JIAN GUO. "LATTICE BOLTZMANN SIMULATIONS OF DISCONTINUOUS FLOWS." International Journal of Modern Physics C 18, no. 01 (2007): 1–14. http://dx.doi.org/10.1142/s0129183107010280.

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The lattice Boltzmann model for the shallow water equations (LABSWE) is applied to the simulation of certain discontinuous flows. Curved boundaries are treated efficiently, using either the elastic-collision scheme for slip and semi-slip boundary conditions or the bounce-back scheme for no-slip conditions. The force term is accurately determined by means of the centred scheme. Simulations are presented of a small pulse-like perturbation of the still water surface, a dam break, and a surge wave interaction with a circular cylinder. The results agree well with predictions from alternative high-r

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12

Shafiai, Siti Habibah, Diana Bazila Shahruzzaman, Goh Juin Xien, and Mohamed Latheef. "Lattice Boltzmann Method of a Flooding Accident at Gopeng, Perak, Malaysia." Mathematical Problems in Engineering 2017 (2017): 1–10. http://dx.doi.org/10.1155/2017/3478158.

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The extraordinary flood had hit the residential area at Taman Raia Mesra, Gopeng, Perak, Malaysia, in November 2016. The event illustrated how the river basin had been fully inundated due to the heavy rainfall and caused the overflow to this affected area. It was reported that the occurrence became worst as the outlet of retention pond which connects to the river is unsuitable for the water outflow. Henceforth, this paper attempts to evaluate the causal factor of this recent disaster by using a model developed from Lattice Boltzmann Method (LBM). The model also incorporated with the rainfall a

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13

Carroll, Johanna S., Hedieh Najafi, and Martina Steiner. "Evaluating the effectiveness of virtual laboratory simulations for graduate‐level training in genetic methodologies." Biochemistry and Molecular Biology Education, May 26, 2025. https://doi.org/10.1002/bmb.21898.

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AbstractVirtual Labs (vLabs) have been gaining popularity in high school and undergraduate education, but there are few studies looking at their use in graduate‐level courses. In this study, we investigated the use of six Labster vLabs assigned as homework in a graduate‐level in‐person Genomic Methodologies course at the University of Toronto. This course teaches the theory and practice of molecular biology relevant to genetic testing, focusing on computational techniques used to analyze genetic data. The course does not contain a wet‐lab component; therefore, we evaluated whether vLabs could

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14

Skriver, Karen, Gert Dandanell, Jakob Hjorth Von Stemann, and Michael May. "Udfordringer ved undervisning i enzymer - Bidrag fra det virtuelle laboratorium." MONA - Matematik- og Naturfagsdidaktik, no. 1 (March 5, 2015). https://doi.org/10.7146/mona.v0i1.36295.

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Enzymer er et centralt emne i biokemiundervisning. Det forudsætter og anvender grundlæggende viden inden for og kompetencer i kemi og matematik. Artiklen undersøger hvilke forståelsesvanskeligheder og udfordringer der er knyttet til dette område, såvel som virtuelle øvelsers potentiale i denne kontekst. Specifikt har vi afprøvet og deltaget i udviklingen af en virtuel øvelse i enzymkinetik. Labsters Virtuelle Laboratorium omfatter læringsmuligheder baseret på animationer, quizzer og simuleringer. Fokusgruppeinterviews med studerende på en række biokemikurser tyder på at virtuelle øvelser kan v

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15

Cabural, Adones B. "Enhancing Conceptual Understanding of Electricity and Magnetism through VR Simulations." International Journal of Current Science Research and Review 07, no. 10 (2024). http://dx.doi.org/10.47191/ijcsrr/v7-i10-50.

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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 a 15% improvement

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16

Papaconstantinou, Maria, Dawn Kilkenny, Christopher Garside, William Ju, Hedieh Najafi, and Laurie Harrison. "Virtual Lab Integration in Undergraduate Courses: Insights from Course Design and Implementation." Canadian Journal of Learning and Technology 46, no. 3 (2021). http://dx.doi.org/10.21432/cjlt27853.

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The instructors of four biology-related courses at a Canadian university integrated Labster virtual labs in their courses as a pre-lab activity, lecture substitute, or to provide lab experience in courses with no on-site labs. The instructors used a backward design approach to align the labs with the learning objectives of their courses and to connect the labs with their course assessments. A study was conducted to examine students’ perceptions of the usefulness of the virtual labs in terms of content knowledge and lab skills. At the end of each course, the instructors administered an anonymou

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17

Griffin, Caoimhin S., Sinead Loughran, Bridget Kelly, et al. "Virtual laboratories complement but should not replace face-to-face classes: Perceptions of life science students at Dundalk Institute of Technology, Ireland." Advances in Physiology Education, January 31, 2025. https://doi.org/10.1152/advan.00227.2024.

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Virtual laboratories (VLs) enable students to experiment, analyze data or interact with digital content in a non-physical space. VLs include simulations, electronic notebooks, videos and augmented reality. As part of the ‘VL Project’, comprising 5 academic institutions in Ireland, we sought to determine how VLs might enhance practical learning in undergraduate life science students at Dundalk Institute of Technology (DkIT). From 2021-2024, we exposed students to VLs multiple degrees (e.g. BSc Bioscience, BSc Pharmaceutical Science, BSc Biopharmaceutical Science). We focused on Labster simulati

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18

Tripepi, Manuela. "Microbiology Laboratory Simulations: From a Last-Minute Resource during the Covid-19 Pandemic to a Valuable Learning Tool to Retain—A Semester Microbiology Laboratory Curriculum That Uses Labster as Prelaboratory Activity." Journal of Microbiology & Biology Education, April 7, 2022. http://dx.doi.org/10.1128/jmbe.00269-21.

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As educators, we strive to provide the best delivery method to improve our students' learning experience. The Covid-19 shutdown posed an incredible challenge by forcing us to redesign the way we teach with no time to prepare.

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19

Arkushina, Hanna, and Halyna Naidonova. "SOME FEATURES OF DISTANCE EDUCATION OF STUDENTS STUDYING BIOLOGICAL DISCIPLINES." Academic Notes Series Pedagogical Science 1, no. 207 (2023). http://dx.doi.org/10.36550/2415-7988-2022-1-207-75-79.

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The article examines the theoretical aspects of distance learning of the educational process participants, in particular, the peculiarities of conducting classes for students of biological specialties. The authors outline the main issues of this scientific field; attention is focused on the most convenient, flexible and accessible learning technologies, which allow to realize a full-fledged educational process in tough conditions of military setting. It is noted that the development of information technologies allows to implement fundamentally new approaches to high school students education.

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