Investigating the Effect of Virtual Laboratory Simulation in Chemistry on Learning Achievement, Self-Efficacy, and Learning Experience

The purpose of this study was to investigate the effect of virtual laboratory simulation in chemistry on learning achievement, self-efficacy, and learning experience for first-year undergraduate students. This research was quasi-experiment with a two-group pretest-posttest design. The research used...

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Autor principal:	Chattavut Peechapol
Formato:	article
Lenguaje:	EN
Publicado:	Kassel University Press 2021
Materias:	virtual laboratory simulation self-efficacy learning achievement chemistry Education L Information technology T58.5-58.64
Acceso en línea:	https://doaj.org/article/4855d848b6754801bf6896d986957cb4
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spelling	oai:doaj.org-article:4855d848b6754801bf6896d986957cb42021-12-02T16:47:58ZInvestigating the Effect of Virtual Laboratory Simulation in Chemistry on Learning Achievement, Self-Efficacy, and Learning Experience1863-038310.3991/ijet.v16i20.23561https://doaj.org/article/4855d848b6754801bf6896d986957cb42021-10-01T00:00:00Zhttps://online-journals.org/index.php/i-jet/article/view/23561https://doaj.org/toc/1863-0383The purpose of this study was to investigate the effect of virtual laboratory simulation in chemistry on learning achievement, self-efficacy, and learning experience for first-year undergraduate students. This research was quasi-experiment with a two-group pretest-posttest design. The research used a purposive sampling of 95 first-year undergraduate students who enrolled in general chemistry subject. The participants were classified into two groups that consisted of the control group and the experimental group. Each group comprised members with low and high knowledge levels from the pre-test score. The control and experiment groups were required to learn chemistry topics in a traditional lecture for 3 hours. For the experimental group, students attended learning with the virtual lab simulation in chemistry for 1.5 hours. The results demonstrated that virtual lab simulation in chemistry had a positive effect on learning achievement, self-efficacy, and learning experience. The students who participated in the traditional lecture followed by virtual lab simulation had significantly higher knowledge and self-efficacy scores than learning through only a traditional lecture. Moreover, the effect of virtual lab simulation differed depending on levels of the students’ initial knowledge and self-efficacy at pre-test, the group of low knowledge and self-efficacy levels gained a positive impact that was higher than the high-level group. The results of the learning experience found that virtual lab simulation encouraged students’ motivation in learning and understanding the concept of chemistry via interactive 3D simulation. The results of this study indicated that virtual lab simulation could be an effective tool in supporting learning achievement and self-efficacy for learning chemistry. It was effective when a traditional lecture in chemistry was supplemented by virtual lab simulation-based learning.Chattavut PeechapolKassel University Pressarticlevirtual laboratory simulationself-efficacylearning achievementchemistryEducationLInformation technologyT58.5-58.64ENInternational Journal of Emerging Technologies in Learning (iJET), Vol 16, Iss 20, Pp 196-207 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	virtual laboratory simulation self-efficacy learning achievement chemistry Education L Information technology T58.5-58.64
spellingShingle	virtual laboratory simulation self-efficacy learning achievement chemistry Education L Information technology T58.5-58.64 Chattavut Peechapol Investigating the Effect of Virtual Laboratory Simulation in Chemistry on Learning Achievement, Self-Efficacy, and Learning Experience
description	The purpose of this study was to investigate the effect of virtual laboratory simulation in chemistry on learning achievement, self-efficacy, and learning experience for first-year undergraduate students. This research was quasi-experiment with a two-group pretest-posttest design. The research used a purposive sampling of 95 first-year undergraduate students who enrolled in general chemistry subject. The participants were classified into two groups that consisted of the control group and the experimental group. Each group comprised members with low and high knowledge levels from the pre-test score. The control and experiment groups were required to learn chemistry topics in a traditional lecture for 3 hours. For the experimental group, students attended learning with the virtual lab simulation in chemistry for 1.5 hours. The results demonstrated that virtual lab simulation in chemistry had a positive effect on learning achievement, self-efficacy, and learning experience. The students who participated in the traditional lecture followed by virtual lab simulation had significantly higher knowledge and self-efficacy scores than learning through only a traditional lecture. Moreover, the effect of virtual lab simulation differed depending on levels of the students’ initial knowledge and self-efficacy at pre-test, the group of low knowledge and self-efficacy levels gained a positive impact that was higher than the high-level group. The results of the learning experience found that virtual lab simulation encouraged students’ motivation in learning and understanding the concept of chemistry via interactive 3D simulation. The results of this study indicated that virtual lab simulation could be an effective tool in supporting learning achievement and self-efficacy for learning chemistry. It was effective when a traditional lecture in chemistry was supplemented by virtual lab simulation-based learning.
format	article
author	Chattavut Peechapol
author_facet	Chattavut Peechapol
author_sort	Chattavut Peechapol
title	Investigating the Effect of Virtual Laboratory Simulation in Chemistry on Learning Achievement, Self-Efficacy, and Learning Experience
title_short	Investigating the Effect of Virtual Laboratory Simulation in Chemistry on Learning Achievement, Self-Efficacy, and Learning Experience
title_full	Investigating the Effect of Virtual Laboratory Simulation in Chemistry on Learning Achievement, Self-Efficacy, and Learning Experience
title_fullStr	Investigating the Effect of Virtual Laboratory Simulation in Chemistry on Learning Achievement, Self-Efficacy, and Learning Experience
title_full_unstemmed	Investigating the Effect of Virtual Laboratory Simulation in Chemistry on Learning Achievement, Self-Efficacy, and Learning Experience
title_sort	investigating the effect of virtual laboratory simulation in chemistry on learning achievement, self-efficacy, and learning experience
publisher	Kassel University Press
publishDate	2021
url	https://doaj.org/article/4855d848b6754801bf6896d986957cb4
work_keys_str_mv	AT chattavutpeechapol investigatingtheeffectofvirtuallaboratorysimulationinchemistryonlearningachievementselfefficacyandlearningexperience
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Investigating the Effect of Virtual Laboratory Simulation in Chemistry on Learning Achievement, Self-Efficacy, and Learning Experience

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