When Dr. Manuela Tripepi surveyed her online microbiology students, the majority told her that they liked learning with Labster. This article details her student research and her method of incorporating simulations into the curriculum as pre-lab exercises when in-person learning resumed.
Read Labster's Research Story
When Dr. Mads Bonde observed students having difficulty staying engaged and arriving prepared for lab work at the Technical University of Denmark (DTU) he worked together with co-founder Michael Bodekaer Jensen, a computer scientist and software architect, to invent a laboratory simulation platform that would form the basis for Labster. To find out what Labster achieved over the next decade, download the Labster product research timeline, 2012-2022!
Study evaluates the effects of a virtual science simulation on students' understanding of everyday clinical practice.
Study refines the model for the multidimensional measure of presence (MMP) in a virtual reality environment.
Study identifies two paths in which immersive virtual reality impact perceived learning outcomes: an affective path and a cognitive path.
Study finds a 101% in learning outcomes when virtual lab simulations are used in combination with traditional teaching, and finds a 76 % increase in learning outcomes when used alone.
These research findings suggest that virtual learning simulations are at least as efficient in enhancing learning and self-efficacy as traditional lessons, and high schools can thus use them as supplementary educational methods. In addition, the findings indicate that virtual learning simulations may be a useful tool in enhancing student's interest in and goals toward STEM related careers.
Research finding that using VR genetics simulation as a classroom learning activity increased intrinsic motivation, self-efficacy, and transfer from pre- to post-test.
This study compared the effectiveness of conventional training, a desktop VR simulation, and an immersive VR simulation. A retention test found no differences between conventional and VR training. The Immersive VR group had higher perceived enjoyment and showed increased intrinsic motivation and self-efficacy.
Study finds that there were two general paths by which desktop VR led to increases in the amount of learning following a VR lesson: an affective path (presence, intrinsic motivation, and self-efficacy), and a cognitive path (usability, cognitive benefits, and self-efficacy).
Study finds that virtual reality simulations are as efficient and engaging as traditional training of new biopharma manufacturing employees in SOPs (standard operating procedures).
Study investigates whether virtual labs can be successfully used as a replacement for face-to-face lab exercises. Findings suggest that virtual labs can be used in place of face-to-face tutorials, and that a combination of virtual and physical lab exercises could be the future of science education.
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