1 Introduction
1.1 How virtual labs can facilitate learning
1.2 Interactive learning environments and computer simulations
1.3 Conveying information in 3D models and virtual environments
2 Research approach
- Phase 1: Compilation of information from both laboratories in a matrix concerning: 1) intentions, 2) laboratory design, 3) form of guidance, and 4) user evaluation setups.
- Phase 2: Comparisons of the two virtual laboratory projects in relation to the design and development processes, the setups of the laboratories and the results from the user evaluations.
3 Comparison phase 1: Compilation of content of laboratories
The Gas Laboratory | The Colour Laboratory | |
---|---|---|
Intentions: | ||
Aim | • To allow students to examine gas solubility in water and how it varies with environmental conditions, such as temperature, salinity and air pressure | • To contribute to a better understanding of how colour research findings can be conveyed to a broader audience using digital media. • To allow the user to elaborate with colours in different ways. |
Target group | • Upper secondary school students | • Students, teachers professionals within e.g. architecture, interior design, design |
Laboratory design: | ||
Design set-up | • Web page • Interactive model of a traditional laboratory bench • Help texts and other graphics float in front of the laboratory | • Web page • Eight freestanding stations plus an introduction page |
Technical set-up | • Setting rendered from a 3D model in Maya • Additional graphics work in Adobe PhotoShop • Interactivity created with Adobe Flash | • Setting rendered in 3Ds max/ Cinema 4D/ Adobe Photoshop • Adobe Photoshop/NCS Navigator29 used for colour correction on rendered textures/images |
Functions | • Three laboratory experiments that investigate the solubility of gases in water, depending on temperature, salinity and pressure. | • Each station structured around an exercise on a specific colour phenomenon or principle |
Level of interactivity | • Students start activities in pre-determined sequences, e.g. filling a bottle with water, adding gas • Two virtual sensors (thermometer and gas meter) show additional information | • Partially interactive visualisations • Users make choices, i.e. change surface colours or room illuminations |
Level of abstraction | • Semi-realistic work bench details • Semi-realistic look (e.g. only grayscale, realistic shadows) • Authentic procedure • Predetermined sequence | • Rendered 3D interiors and facades • Manipulated photos of 2D facades • 2D colour samples • Realistic look (e.g. realistic colours and shadows) • Semi-authentic procedure |
Guidance: | ||
Form of guidance | • Instructive guidance as a folding menu • Pop-up boxes advising on alternative actions when wrong choices are made • In later iterations: explaining texts for debriefing phase | • A fly-out page for each station with more information on the demonstrated colour phenomenon • Each station gives suggestions for relevant reading and source material on colour research |
The gas laboratory | The Colour Laboratory | |
---|---|---|
User study: | ||
User profile | • Students • Teachers | • Architecture students • Teachers and professionals within architecture and design |
Number of users | • 180 students • 8 teachers | • 25 students • 20 professionals/ teachers |
User age | • 16 to 17 (students) | • 18 to 31 (students) • 32 to 67 (professionals/ teachers) |
4 Comparison phase 2: Development process, design and user evaluations
Design challenges: | Definition: |
---|---|
Ambitions and expectations versus lack of resources | The challenge of balancing high ambitions with available means to carry out these ambitions, and how to adapt the scale of the project to the circumstances. |
Explorative interaction versus linear narrative | The challenge of finding a balance between the intended and actual levels of interaction and freedom available for the user when exploring the content of the laboratory environment. |
Appropriate levels of realism and accuracy | The challenge of finding appropriate levels of realism and accuracy, depending on target group. |
Cloned versus enhanced laboratory | The challenge of choosing between the two types of settings of cloned laboratory, mimicking the real world environment, and enhanced laboratory. |
Self-instructive versus teacher-guided debriefing | The challenge of how the virtual laboratory should be best put to use, i.e. should the target audience be anyone with an interest in the content, or should it be designed for usage in a specific learning situation, i.e. as a demonstration tool for a teacher? |
4.1 How to balance ambitions with available resources
4.2 How to balance intended levels of user interaction with exploratory freedom
4.3 How to find appropriate levels of realism depending on target group
4.4 How to choose between mimicking real world appearance and adding enhanced features
4.5 How to find the best learning situation for the virtual laboratory
5 Conclusions: Design challenges and considerations
- Be very clear about the purpose of the virtual laboratory, and in what context you intend it to be used. Media consumers, especially teenagers and young adults, are highly media literate and can quite easily see through attempts where for example a linear demonstration pretends to be an interactive laboratory. Consider which type of media you intend to build - simulation, laboratory, demonstration, and so on. Indicate clearly for the user what they are interacting with.
- Strive to use the simplest possible design and technology, still meeting the demands efficiently. In some cases advanced technology such as virtual environments or even virtual reality might be needed, but a technology-minimalistic strive will lower the risk that a too advanced technology is used for its own sake. The most eye catching techniques might not always correlate with what is relevant to show.
- Adapt levels of realism and accuracy to the intended target group as well as to the intended learning outcome.
- Continuously consider enhancements of the virtual laboratory to increase the learning outcome. It can be profitable to provide help when needed and visualise things that are not possible in a real laboratory. Balance this potential against possible advantages of having a virtual laboratory that closely mimics real-life laboratory exercises.
- Regard a virtual laboratory as an illustrative playground that requires external support in the form of guiding, explanatory texts or teacher debriefing. The virtual laboratory provides the students with experience and observations, but does not always necessarily provide understanding on its own. Guidance is often necessary to help the students to understand the illustrated scientific phenomena.