"This paper examines the effects of substituting a computer simulation for real laboratory equipment in the second semester of a large-scale introductory physics course. The direct current circuit laboratory was modified to compare the effects of using computer simulations with the effects of using real light bulbs, meters, and wires. Two groups of students, those who used real equipment and those who used a computer simulation that explicitly modeled electron flow, were compared in terms of their mastery of physics concepts and skills with real equipment. Students who used the simulated equipment outperformed their counterparts both on a conceptual survey of the domain and in the coordinated tasks of assembling a real circuit and describing how it worked."
Finkelstein N Adams W Keller C Kohl P Perkins K Podolefsky N Reid S Lemaster R
Physical Review Special Topics - Physics Education Research 2005
1. SUMMARY
Properly designed simulations can be more effective than real equipments, within the right context. The study involves the topic of introductory physics with 3 groups of students: the group trained with simulated laboratory equipments (CCK), the group trained with real equipment (TRAD) and the group that has not conducted any laboratory. Statistically, CCK group. When provided with a real electrical circuit challenge, CCK group finished the fastest. The “messing about” factor in real laboratory is much less constructive than that in virtual lab. CCK students use their lab time more efficiently since they have the ability to “practice” the lab at home and online prior to the sessions.
2. STRENGTHS
The paper describes their study with proper details, and is easy to read. The paper also presents interesting findings proving that with proper design and settings, virtulizations can contribute greatly to educational content mastery.
3. WEAKNESSES
The paper can be more compacted and the constraints of both physical and virtual labs could have been discussed further. Measurements were done in short terms and did not focus on the transfer of conceptual understanding.
