The effectiveness of scenario-based virtual laboratory simulations to improve learning outcomes and scientific report writing skills

Abstract

The use of virtual laboratory simulations in various disciplines, which provide important educational benefits, has increased. Several studies show that laboratory activities, including scenario-based virtual laboratory simulation (SB-VLS), stimulate cognitive and non-cognitive skills. However, the effects of the SB-VLS when integrated into molecular biology courses, on the development of cognitive skills, such as scientific report writing skills, remain unexplored. A pre-post-test, randomized, quasi-experimental design was used. Thirty-five female students were randomly assigned to experimental or control groups. The control group (n = 17) attended a traditional lecture and video lab demonstration (VLD), while the experimental group (n = 18) participated in SB-VLS on molecular cloning. Findings revealed statistically significant differences, with large effects sizes in the SB-VLS group between pre- and post-test in intrinsic motivation (2.9 vs 3.86, p = 0.042, Cohen’s d = 4.17), self-efficacy (3.31 vs 3.85, p = 0.002, Cohen’s d = 1.071), and knowledge gain scales (50.93 vs 75.93, p = 0.001, Cohen’s d = 1.46). Moreover, between-group effect sizes of the experimental and control groups were also large for intrinsic motivation (dppc2 = 1.441), self-efficacy (dppc2 = 0.766), and knowledge (dppc2 = 1.147), indicating that the effect of the SB-VLS was significant, which may be due to the activities and techniques used in SB-VLS to develop learning outcomes. Additionally, the SB-VLS group had statistically better lab report scores as compared to the control group (3.92 vs. 4.72, p < 0.0001). Collectively, our data show that SB-VLS is an innovative teaching strategy and an effective tool for developing non-cognitive and cognitive skills, especially scientific report writing skills.