International Journal of Scientific Engineering and Applied Science (IJSEAS) – Volume-8, Issue-4, April 2022
ISSN: 2395-3470
www.ijseas.com
Creating a Virtual Science Lab (VSL): Towards the
Adoption of Virtual Labs in Federal Polytechnic Auchi
Anyaorah, I. E.*, Akhetuamen, S. O. and Obeten, O. M.
Department of Computer Science, School of Information and Communication Technology, Auchi Polytechnic,
Nigeria.
[email protected]Abstract:
Experiential learning has been shown to help students significantly. Science and engineering
education faces huge challenges in providing important and substantial practical experience
to all undergraduate students. The limitation in facilities, equipment, and laboratory space has
been a critical constraint of academic institutions in the country. This problem is evident in
Auchi Polytechnic, Nigeria, which houses over 3000 students in the School of Applied
Science and Engineering alone. Maintenance and management of laboratory equipment have
also been problematic due to the vast number of technologists and students that use these
facilities. In this paper, a proposed Virtual Laboratory named AP-VLab was built and
implemented using the Easy JavaScript Simulations (EJSS) toolkit for the
Chemistry/Biochemistry Option of the School of Applied Science. Five experiments were
created on the AP-VLab environment. Furthermore, we studied students' and technologists'
impressions of the new learning experience using questionnaires disseminated. Nevertheless,
our findings imply that the AP-VLab is well-suited to be utilized as a supplement or as a
primary tool for laboratory experiments.
Keywords: Virtual Laboratory, Students’ Perception, Education, Performance impact,
Computer-Based learning
1. Introduction
Higher education within science and technology offers considerable practical knowledge for
learners to enhance technical skills [1], connecting practical knowledge to new conceptions
about the processes and procedures involved. Moreover, due to cost effective and logistical
difficulties [2], laboratories are often regarded to have constraint of equipment, limited time
allowed for the topic or poor laboratory settings, causes technologists to undertake laboratory
activities in packed groups, or sometimes a demonstrational activity can be performed [3].
Consequently, the COVID-19 epidemic has resulted in educational establishments nationwide
being geographically closed, impacting 2.8 percent of total enrolled learners globally [4],
leading in increased need to educate online. An innovative technique is needed to integrate
information and learning process which aids in solving difficulties, increasing teamwork and
developing new experiments, the above problem can be resolved via the aid of the Virtual
Laboratory (VL). A computer-assisted activity which helps the students conduct the
experiments on real or VL environment, utilizing proper computer-based interface is called
Virtual Laboratory [5]. The VLs can be utilized as supplement to the conventional laboratory,
increasing the learning of students remotely via the internet [6], helping students to be
autonomous learner as it can be implemented in a flexible manner [7], and also enabling
students and technologists to minimize the gap between conducting experiments using actual
resources and collaborating in a virtual setting [8]. This research proposed a web-based
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International Journal of Scientific Engineering and Applied Science (IJSEAS) – Volume-8, Issue-4, April 2022
ISSN: 2395-3470
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virtual laboratory platform called AP-VLab, implemented for the Chemistry/Biochemistry
option of the School of Applied Science, Auchi Polytechnic, Nigeria.
The remaining sections of the paper focused on the technologies and implementation of
existing VL environments. In Section 2, the relevant literatures reviewed. Section 3, the
methodology and survey and analysis of the proposed system. Section 4, details of the results
collected from the distributed questionnaires with regards to the usability of the proposed VL.
Lastly, the conclusion and future scope of the work.
2. Literature Review
This section covers a general overview of virtual laboratories, their significance, and a review
of studies that have used VL.
2.1 Virtual Laboratories and Hands-On Laboratories
As stated by Keller and Keller, virtual laboratory practical is defined as “a computerized
laboratory experiment, using the computer for replicating the processes in the real laboratory,
which helps students to link readily between the theoretical and practical aspects” [9]. It has
also been characterized as “application; that allow users to design recurring trials to
investigate the impact of various parameters” [10] . In the VSL, students can collect real data
from remotely controlled instruments and explore them using simulated ones, such as the
virtual microscope that uses high-resolution images instead of actual specimens [11]. The
activities in both virtual laboratories (VLs) and hands-on laboratories (HOLs) can enhance
the learning environment and make it more constructive. However, there are differences
between them related to the nature of students’ learning situations, for example, the students
in HOLs focus on how to use the physical equipment and the outcomes, while VLs direct
students’ attention to variables and the interaction of the variables that produce the outcomes
[10], [12].
2.2 Implemented Virtual Laboratory Applications
Researchers from the College of Engineering, Bulacan State University, Philippine
constructed a 3D virtual reality environment for their pneumatic courses, employing Blender
and Unity software at the system creation stage [13]. Upon review and testing of the system,
the researchers found that the system provides an alternate solution to lack of sufficient
laboratory equipment. The 3D-DCLab and blending learning approach were implemented for
the same reason as Cruz et. al. [13] to supplement the constraints of existing physical
laboratories [14]. The 3D-DCLab offers the following functionalities: a three dimensional
student client with a simulated environment, a web-based educator interface with an
integrated evaluation tool, and a database server with an embedded calculation engine. The
implementation of the 3D-DCLab provides students and instructors with a broader choice of
virtual instruments, a critical level methodology, a more user-friendly user interface, and
more robust operational effectiveness. A group in Australia [15] provided a blueprint for the
design and implementation of a cloud-based Genomics Virtual Laboratory environment, this
assisted researchers to arbitrarily sized compute clusters on demand, pre-populated with fully
configure bioinformatics tools, reference datasets and workflow, and visualization option.
Students’ conceptual knowledge is the basic outcome of all education in the globe, whereby
student learn through reading, viewing, experiencing, or thoughtful, reflective mental
activities [16]. Students must be able to understand the topic well in order to use their
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International Journal of Scientific Engineering and Applied Science (IJSEAS) – Volume-8, Issue-4, April 2022
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knowledge in daily life. One of the approaches to improve the conceptual comprehension is
through computer-based learning [17]. The study conducted by Gunawan et. al. [18] aims to
increase the students’ conceptual knowledge of physics by using the virtual laboratory, and
further results via experimental group survey reveals the good effect it has on student
conceptual understanding.
Furthermore, works by Liu et. al. [19] presents a web-based virtual laboratory to support
teaching of Sensitive High Resolution Ion Micro-probe (SHRIMP) implementation, termed
SHRIMP VL. This virtual laboratory is primarily developed to facilitate learning of the
instrument operation technique. Upon evaluation of SHRIMP VL, Two questionnaires were
distributed to students, who claimed that SHRIMP VL is helpful in assisting them in
understanding and mastering the instrument and experimental techniques, enhancing their
learning efficiency and providing the groundwork for personal operation of on-site
instruments. The development and implementation of Virtual Science Laboratory in Nigeria
can be seen in Oluwole et al. [17] work, where their research created a cross-platform Mobile
Virtual Laboratory (MVL) architectural framework for higher education institutions in
Nigeria. The MVL framework was evaluated using Science students from Ambrose Alli
University in Ekpoma, Edo State. A detailed analysis revealed that, while there is significant
evidence in Nigeria that there is an increase in the use of mobile devices, more research on
how it can be used positively to impact educational outcomes is required. Gambari [20]
carried out a survey on the impact of Virtual Laboratory on high school
students' performance in Minna, Niger State, Nigeria, primary focus was on homogeneous
and heterogeneous collaborative nature was these students interact with the platform. It was
concluded that grouping students according to ability levels (high, medium, low) and gender
(male, female) can determine the success or failure of the teaching and learning process.
Gambari identified that there was a significant difference between high, medium, and low
scoring students in the heterogeneous and homogenous groups. Respondents in homogeneous
groups performed better than those in heterogeneous groups. However, gender-based
likelihood clustering favours female homogeneity over their homogeneity in male-dominated,
male-dominated and female-dominant homogenous groups, respectively. Similarly, high
achievers in a homogenous group outperformed their peers in the Medium, Low,
Predominant Medium, Predominant Low, High, Medium, and Low groups. This implies that
homogenous grouping of students, by gender or ability level, has the potential to promote
effective cooperative learning.
3. Methodology
This section addresses the establishment of the AP-VLab, its system architectural design, and
the pre-questionnaires delivered to users of the proposed VL environment to gain users’
impression to the technology.
3.1 Easy JavaScript Simulations (EJSS)
After a systematic assessment of literature, the learning environment for the AP-VLab system
was created utilizing the Easy JavaScript Simulations (EJSS), saving significant work
required to develop virtual laboratories from the beginning [21]. Designed for non-experts’
programmer [22], the EJSS is an open-source software tool that was created in Java and
principally designed for the building of research discrete computational methods in
JavaScript programming language for digitally online laboratory [23]. Subsequently, AP-VL
system was installed on a cross-platform, Apache, MySQL, PHP and Perl local server
generally known as XAMPP.
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International Journal of Scientific Engineering and Applied Science (IJSEAS) – Volume-8, Issue-4, April 2022
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Figure 1: General Architectural Design for a virtual lab[24]
3.1.1 Structure of EJSS
There are two options to develop simulation applications, loudly. Native app and hybrid app.
Although native apps are designed and encoded for specific types of devices, Hybrid Apps is
created with Cross platform web technology such as HTML5, CSS, JavaScript [22]. In our
case, we would like to create desktop applications and maintain EJSS Model-View-Controller
(MVC) patterns and simulation flows and EJSS libraries. Therefore, we decided to generate a
hybrid app based on simple templates that can be easily changed in the HTML editor. The
structure of the EJSS simulation app is based on the ion-side menu template. Once the project
is created, you will find index.html at the root of your www folder. This file contains the side
menu code. Figure 2 shows the interface of EJSS.
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International Journal of Scientific Engineering and Applied Science (IJSEAS) – Volume-8, Issue-4, April 2022
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Figure 2: EJSS Interface
Once the EJSS-generated program is complete, the user can launch it using the EJSS
interface. The application will then launch in a new window and be ready to use. Another
alternative is to package the application to be launched offline (for Java applications) and
inside web pages (for Java and JavaScript apps) [25].
3.2 Evaluation
Teachers and students experimented with and assessed the constructed simulation and
activities' functioning to validate the created virtual learning environment (AP-VLab). The
final version incorporated all of the comments, criticism, and ideas. The work team was then
sent the final adjusted version of the platform resources. Table 1 shows the total number of
experiments carried out.
Table 1: Experiments implemented
S/N EXPERIMENTS
1. Apparatus and Experimental Technologies
2. Units of Measurements
3. Acid-Base Standardization
4. Energy Effects in Chemical Reactions
5. Redox Titration: Use of Potassium Permanganate
3.3 Research Participants
The evaluation to check teacher/students’ perception of the AP-VLab was carried out using
the Applied Science Students of Auchi Polytechnic, Nigeria. This group of teachers or
technologists and students were selected because of their participation in testing the AP-
VLab, and can give a wider view about usefulness and effectiveness of the system. A total of
one hundred (100) questionnaires was issued, ninety (90) of the questionnaires was returned
back, while seventy (70) was valid or tagged properly filled. The questionnaire template
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International Journal of Scientific Engineering and Applied Science (IJSEAS) – Volume-8, Issue-4, April 2022
ISSN: 2395-3470
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contains two sections: Demographic and Technologist/Student’s perception factors; these
factors was adopted from Hao et. al. [14] where the authors gathered constructs from related
journals reviewed. The instrument used 4-point Likert scale rating: Strongly Disagree = 1,
Disagree = 2, Agree = 3 and Strongly Agree = 4. Table 2 and Table 3 gives an overview of
the questionnaire format.
Table 2: Demographic of the questionnaire
2T 2T 2T
Gender Age Participant
Male 16 – 20 Student
Female 21 – 30 Technologist
31 – 40
41 - above
Table 3: Student/Technologist Perception Evaluation [14]
2T 2T 2T
S/N FACTORS INTERPRETATION
1. Experimental design Students can learn about experimental design by using the virtual
laboratory.
2. Loop process Students can run experiments as many times as they choose because they
are not limited by a laboratory area or laboratory guidelines.
3. C1 The virtual equipment must be identical to the physical gear.
4. C2 Theory and operation must be identical to those found in a real physical
laboratory.
5. C3 Laboratory scenes must be rendered as realistically as practicable.
6. C4 Students and teachers should be able to communicate and collaborate.
7. Immediate control The virtual environment should be capable of responding to user queries in
a timely manner.
8. Appealing visually The visualization of laboratory situations should be visually pleasing.
9. Usability The UI should be straightforward to use
10. Game-like The virtual laboratory should be developed in a game-like manner
11. Immersion Students should be engrossed in the virtual platform
12. Enjoyment The virtual experiment should make students feel happy
13. Reflective thinking Through the virtual laboratory, students can think more on the relationship
between the new experience and early theoretical knowledge, not just the
operation.
14. Easy to evaluate Practical, thorough, and intelligent assessment systems should be supplied.
4. Result and Discussion
The Statistical Package for the Social Sciences was used to present the data collected for this
study (SPSS Statistics 20.0). SPSS has altered the data analysis method in research in this
period. This procedure encourages academics and scholars all over the world to use this
software in their research projects.
4.1 Data Analysis
Table 4: Gender of Respondents
GENDER COUNT PERCENTAGES
Male 30 42.9
Female 40 57.1
Total 70 100
Source: Field Survey, 2022
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The table 4 shows responses according to gender, we could see from the figures and
percentage that the females are more the males.
Table 5: Age of Respondents
AGES COUNT PERCENTAGES
15-20 10 14.3
21-30 25 35.7
31-40 32 45.7
41 & above 3 4.3
Total 70 100
Source: Field Survey, 2022
According to table 5 above, 10 respondents which constitute 14.3% had age range of less
than 20, 25 respondents which represent 35.7% are of the age range 21-30, 32 respondents
which represent 45.7% are of the age range 31-40 while 3 respondents which represent 4.3%
are of the age range 41 and above.
4.1.1 Users’ Perception
In this section, the AGREE and STRONGLY AGREE were collapsed as AGREE while the
DISAGREE and STRONGLY DISAGREE were collapsed as DISAGREE. Percentage
analysis was employed to get the count and percentage of AGREE and DISAGREE. The
percentage values are enclosed in a bracket. Table 6 gives an overview of users’ interaction
with the system.
Table 6: Users’ Perception
SN QUESTION AGREE DISAGR
EE
1. Experimental Students can learn about experimental design by using the 52 (74.3) 18 (25.7)
design virtual laboratory.
2. Loop process Students can run experiments as many times as they choose 44 (62.9) 26 (37.1)
because they are not limited by a laboratory area or laboratory
guidelines.
3. C1 The virtual equipment must be identical to the physical gear. 56 (80) 14 (20)
4. C2 Theory and operation must be identical to those found in a 39 (55.7) 31 (44.3)
real physical laboratory.
5. C3 Laboratory scenes must be rendered as realistically as 40 (57.1) 30 (42.9)
practicable.
6. C4 Students and teachers should be able to communicate and 47 (67.1) 23 (32.9)
collaborate.
7. Immediate The virtual environment should be capable of responding to 53 (75.7) 17 (24.3)
control user queries in a timely manner.
8. Appealing The visualization of laboratory situations should be visually 48 (68.3) 22 (31.7)
visually pleasing.
9. Usability The UI should be straightforward to use 40 (57.1) 30 (42.9)
10. Game-like The virtual laboratory should be developed in a game-like 55 (78.6) 15 (21.4)
manner
11. Immersion Students should be engrossed in the virtual platform 45 (64.3) 25 (35.7)
12. Enjoyment The virtual experiment should make students feel happy 59 (84.3) 11 (15.7)
13. Reflective Through the virtual laboratory, students can think more on the 51 (72.9) 19 (27.1)
Thinking relationship between the new experience and early theoretical
knowledge, not just the operation.
14. Easy to Practical, complete and intelligent assessment systems should 37 (52.9) 33 (47.1)
evaluate be offered
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5. Conclusion
The development of the AP-VLab system for the School of Applied Science at Auchi
Polytechnic in Nigeria is described in this study. The AP-VLab provides students and
technical professionals (technologists and lecturers) with open and affordable virtual
experimental resources, making analytical learning methodologies and experimental
operation processes available via virtual instruments. Furthermore, this virtual laboratory
provides an immersive experimental setting, which alleviates the issue of students' difficulty
in gaining access to important and uncommon large-scale analytical equipment. The results
of an evaluation of the questionnaire issued revealed that the VL is a favourable teaching tool
for the students’ experiments, decreasing the on-site instrument training time and promoting
greater experimental time for scientific analysis. AP-VLab increases student passion for
learning and strengthens their understanding of various analysis methodologies; nonetheless,
one of the general limitations of the VL system is the learners' inability to feel, smell, or torch
the experiment being conducted. [26].
Future Works
Future work includes introducing new experiment modules to the AP-VLab with reference to
the ones offered by the School of Applied Science, Auchi Polytechnic. More effort is
required to make the virtual framework more applicable to a variety of test [14]. Machine
Learning-based methodology could be considered as well [8]. Furthermore, the future of
education in Nigeria is shifting into Mobile Learning [17], as the usage of smart devices
among students is expanding dramatically; future work on the AP-VLab will include building
and deploying a mobile version.
Acknowledgement
This work has been supported by the Tertiary Education Trust Fund, Nigeria (TETFUND),
under the Institution Based Research grant (IBR). A special appreciation goes to my
colleagues in developing the project.
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