Virtual Labs

1
Virtual Labs

• Alim John Beveridge
• Yunn Chyi Chao
• Stephanie Gerson
• Keri Morgret

2
Learning Problems

• Difficulty conceptualizing dynamic processes of
  human body.
• Failure to formulate overall, systemic
  perspective (big picture).
• Absence of laboratory activities in physiology
  course

3
Design Decisions

• IMPORTANT no formal conceptual framework
  underlying products design.
• Based on pragmatic experience of project leaders
  (15 years of teaching).

4
Design Decisions

• Process of design very evolutionary.
• Originally designed to only simulate laboratory
  experiments. Hence the name.

5
Design Rationales

• Didactic content based on lecture textbooks.
• Focus on concepts identified as difficult by
  focus group.
• Interface Professor Hellers needs.

6
Design Rationales

• Animation unique capacity of animation to model
  dynamic processes. Wow-factor
• Games apparent popularity and excitement of
  computer games
• Quizzes self-assessment

7
Theories

• Kozma Media
• Users can set their own pace and take the path
  they choose.
• Pictures encode more information than text. More
  memorable

8
Theories

• Kozma Media
• Animation
• Helps build dynamic mental models of phenomenon.
• Interaction
• Allows users to learn about cause and effect.

9
Theories

• Mallone Motivation
• Interface Control
• Animation Sensory Curiosity
• Water Balance Game All four

10
Strengths

• Good use of graphics, animations and simulations.
  
• Allows user-manipulation, making choices and
  controlling.
• Other support. E.g. notepad also serves as a
  bookmark to the content.

11
Weaknesses

• Design principles
• Content is fragmented
• Lack of supporting and meaningful activities to
  the simulations/animations.
• Content and structure
• To be used as a supplement or stand-alone
  product?
• User interface
• Screen is too crowded and noisy
• Unclear instruction of the activities.

12
Recommendations for Usage

• Context
• Teacher as facilitator
• Alternate textual support
• Auxiliary class activities

13
Support Mechanisms

• Teacher training
• Student training

14
Questions

• How does VL fit in with the course?
• Why is VL content valuable?
• Specifically, how do components of VL correlate
  with course lessons and book chapters?

15
Improvements

• Student-student interaction
• Sensory interactivity
• Note printing
• Search engine
• Difficulty levels

• Progression
• Helper function
• Zoom function
• Live visuals
• Menu bar
• User manual for teachers, students

16
Novel Suggestions

• Closure / culmination
• Character
• Metacognitive development
• Possible use of agents
• User control of media