DkIT Virtual Laboratories Paper Figures Supplemental Figures Jan 9th 2025.pdf

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 simulations, and Lab Archives electronic notebooks. Over 600 students performed VLs in 14 modules from 1^st-4^th year (e.g. Biotechnology, Immunology, Bioanalytical Science). We surveyed students before, and after using VLs and conducted focus groups to evaluate emergent themes in depth. Among respondents (n=263), the most beneficial component of laboratory experiences, as indicated by 58% of students was experimental work (opposed to pre-practical talks or post-laboratory assessments). 90% of students agreed with the statement: “VLs enhanced my level of confidence with experimental science”. 75% of students stated VLs should only be used to complement face-to-face F-2-F teaching. Thematic focus group analysis revealed students valued VLs as pre-lab tools, allowing repeated engagement with, and troubleshooting of experiments in a safe, non-time limited manner. In conclusion, students reinforced they valued hands-on experience, in-person instructor guidance and real-world demonstration for experimental work. VLs can complement, but should not replace F-2-F laboratory experiences in undergraduate life sciences.