Web Based Learning

The Impact of a Web-Based Virtual Lab on
the Development of Students' Conceptual

Understanding and Science Process Skills
Dissertation submitted for the degree of

Doctor of Philosophy
Educational Technology Department
Faculty of Education
Dresden University of Technology
By
Hassan Abd El-Aziz El-Sabagh
Assistant Lecturer, Mansoura Univ., Egypt
Supervisor:
Prof. Dr. Thomas Khler
Defense Committee:
Prof. Dr. Ralf Vollbrecht

Prof. Dr. Thomas Khler
Prof. Dr. Zaher Mohamed
Dr. Steffen Kersten
Day of submission: 25.10.2010

Day of the defense: 28.01.2011
Acknowledgement
Abstract
Over the last few years, the use of the web and simulation technologies in school
education has become widespread. The purpose of this study was to compare the impact
of a web-based Virtual Lab (WVL) environment with that of traditional educational
experience in relation to conceptual understanding and science process skills in natural
science for fourth grade primary school students. Using an instructional design model,
the author developed a WVL; the design consisted of 3D animations and interactive
experimental activities. The research instruments for the study were also developed; two
online pre/post tests on conceptual understanding and science process skills were used
to collect data. The sample used in the study consisted of 70 students from two primary
language schools in Mansoura city, Dakahlyia Governorate, Egypt. The sample was
divided into an experimental group and a control group. The author used an
experimental design wherein the experimental group was exposed to the WVL, while
the control group studied in a traditional setting and performed related activities.
The pre-test results indicated that the entry-level for conceptual understanding in
science and science process skills of both groups of students were equal, which
guaranteed the reliability of the research. The findings of the post-test highlighted the
following points: (a) Students in the experimental group had significantly higher mean
scores in conceptual understanding especially in two of cognitive levels. (b) The
experimental group performed better in science process skills, especially in five of these
skills. (c) There was no significant difference in the performance of boys and girls
within the experimental group for science process skills. (d) The estimation of the effect
sizes (indication of the level of difference between the post-test scores of the
experimental and control group) revealed that, the effect size was large for two skills,
medium for three skills, and small for only one skill. In conclusions, the WVL provided
considerable support for fourth grade students and helped them to improve their
conceptual understanding in science and science process skills. These results go beyond
previous research results, which did not focus on very young learners. The use of WVL
contributed considerably in elevating learning outcomes; the results provided an
empirical evidence of the advantages of web-based learning (WBL) for education policy
makers.
Keywords: Virtual Lab, web-based learning, 3D animations, simulation, science
education, E-learning, science process skills, primary education.
I
Acknowledgement
Abstract in German Language

Zusammenfassung
''Die Auswirkungen eines Web-Based Virtual Lab auf die Entwicklung des
konzeptionellen Verstndnisses und wissenschaftlichen Prozessskills''
In den letzten Jahren hat sich die Verwendung der Web-und Simulations-Technologien
in der Schulbildung weit verbreitet. Der Zweck dieser Studie ist es, die Auswirkungen
einer web-basierten Virtual Lab (WVL) Umgebung mit der traditionellen LehrErfahrung in Bezug auf das konzeptuelle verstndnis und wissenschaftliche
prozessfhigkeiten
in
den
Naturwissenschaften
der
vierten
Klasse
der
Grundschulstudenten zu vergleichen. Mit einem didaktischen Design-Modell entwickelt

der Autor ein WVL, gestaltet 3D Animationen und interaktive experimentelle
Aktivitten. Die Forschungsinstrumente fr die Untersuchungen wurden auch
entwickelt,
zwei
Online-Pre/Post-Tests
zum
konzeptionellen
verstndnis
und
wissenschaftlichen prozessfhigkeiten wurden verwendet um Daten zu sammeln. Die

untersuchungs besteht aus 70 Studenten aus zwei primren sprachschulen in Mansoura
Stadt, Dakahlyia Governorate, gypten. Diese wurden in eine experimentelle gruppe
und eine Kontrollgruppe aufgeteilt. Der autor verwendet ein experimentelles
untersuchungs design, wobei bei der experimentellen gruppe die WVL eingesetzt
wurde, whrend die Kontrollgruppe in einem traditionellen Rahmen studierte.
Die Pre-Test Ergebnisse zeigten, dass des Anfangsstadium des konzeptuelles
verstndnisses von wissenschaft und wissenschaftlichen prozessfhigkeiten beider
gruppen von studenten gleich sind. Die Ergebnisse nach dem WVL-Einsatz haben
folgende Punkte hervorgehoben:
(A) Studierende in der experimentellen Gruppe haben signifikant hhere Mittelwerte im
konzeptionellen Verstndnis vor allem in zwei der kognitiven Ebenen erreicht.
(B) Die experimentelle Gruppe hat in den wissenschaftlichen prozessfhigkeiten besser
abgeschnitten, vor allem in fnf von diesen Fhigkeiten.
(C)
Es
gab
keinen
signifikanten
Unterschiede
in
den
wissenschaftlichen
prozessfhigkeiten von Mnnern und Frauen innerhalb der experimentellen Gruppe.

(D) Die Abschtzung der Wirkung des WVL-Einsatzes durch die Hhe der Differenz
zwischen dem Pre- und Post-Test-Noten hat ergeben, dass die wirkung fr drei der
II
Acknowledgement
fhigkeiten mittelmig ist, fr zwei fhigkeiten sehr gro und nur fr eine fhigkeit
klein ist.
Die Schlussfolgerung ist, dass die WVL betrchtliche untersttzung gewhrt und hilft
den Studenten der Klasse vier, ihr verstndnis fr die Begriffe der Wissenschaft und
der prozessfhigkeiten zu entwicklen. Dieses Ergebnis geht weit ber die bekannten
verffentlichungen auf diesem Gebiet hinaus. Die Ergebnisse dieser Studie vertiefen das
verstndnis ber lernergebnisse des Virtual Lab und sind eine evidenz fr die vorteile
von Web-Basiertem Lernens (WBL) mit relevanz fr politische entscheidungstrger, auf
deisen ausbildungsgebiet.
Stichwort: Virtual Lab, Web-basiertes Lernen, 3D-Animationen, Simulationen,
wissenschaftliche Bildung, E-Learning, Wissenschaft Prozess Fhigkeiten im
Primarbereich.
III
Acknowledgement
Acknowledgements
Definitely, many great people have contributed to this production. My deepest
appreciation is to my supervisor, Professor Thomas Koehler Director of Media Center
and Professor of Educational Technology at TUD. I had the chance to have an advisor
who gave me the independence to explore on my own and at the same time the guidance
to get better when my steps paused. The support for taking part in international
conferences motivated me as well. His perceptive guidance, helpful advices and his
great patience helped me overcome many problems and finish this dissertation.
The author expresses grateful appreciation to Professor Zaher A. Mohamed Professor of
Biochemistry at Fayoum University and Part-time professor of Educational Technology
and Curriculum Development in Cairo University, Egypt, for the support that helped the
author to finish my work and for giving me advices of the dissertation and reviewing it.
The author is very thankful to Professor Manuela Niethammer for the discussions that
helped me review the educational and technical part of the program and for giving
advices of the dissertation.
My appreciation for the support and cooperation of Media Center staff. I am thankful to
many colleagues who supported me and shared their experiences, especially, Dr. J.
Neumann, Ms. A. Schimmeck, Mr. S. Mnster, Mr. M. Ksiazek, and Mr. J. Raff. In
addition, I would like to thank primary language schools' teachers in Mansoura, Egypt
who helped in executing the experimental treatment, especially Mr. M. Abd Allah, Mr.
M. El-Morsi, and Mr. Nabil.
It is a pleasure to express my gratitude to my wife Noura. I am warmly grateful for her
encouragement and understanding to pursue my dissertation.
I would like to thank my mother, my sister and brothers for reinforcing me to complete
this work.
Finally, the author extends his appreciation to the Ministry of Higher Education in
Egypt, especially the culture Bureau, Egyptian Embassy in Berlin for the financial
support of this research, and for motivating the researchers through regular meetings.
Dresden, October 2010
Hassan A. El-Sabagh
IV
Table of contents
Table of Contents
ABSTRACT ..................................................................................................................... I
ABSTRACT IN GERMAN LANGUAGE................................................................... II
ACKNOWLEDGEMENTS ......................................................................................... IV
TABLE OF CONTENTS ...............................................................................................V
LIST OF FIGURES ...................................................................................................... IX
LIST OF TABLES ..........................................................................................................X
LIST OF ABBREVIATIONS .................................................................................... XII
1.
INTRODUCTION TO THE STUDY ................................................................... 1

1.1.
INTRODUCTION .................................................................................................. 1
1.2.
THE EDUCATIONAL SYSTEM AND TECHNOLOGICAL DEVELOPMENT IN THE
EGYPTIAN SCHOOLS....................................................................................................... 2
2.
1.3.
RESEARCH PROBLEM ......................................................................................... 5
1.4.
RESEARCH AIMS ................................................................................................ 7
1.5.
ORIGINAL CONTRIBUTION TO KNOWLEDGE ........................................................ 7
1.6.
EXPLANATION OF TERMS ................................................................................... 8
1.7.
PROJECT PLAN ................................................................................................... 8
1.8.
DISSERTATION STRUCTURE................................................................................ 9
THEORETICAL FOUNDATION OF VIRTUAL LAB AND SCIENCE
EDUCATION ................................................................................................................ 11
2.1.
OVERVIEW ....................................................................................................... 11
2.2.
THE VIRTUAL LAB AS AN INSTRUCTIONAL TECHNOLOGY TOOL: A REVIEW OF
PREVIOUS RESEARCH ................................................................................................... 11
2.2.1
Introduction ........................................................................................................................ 11
2.2.2
Purpose and questions of this review ................................................................................. 12
2.2.3
Method of literature review ................................................................................................ 13
2.2.3.1. Searching and selection procedures ................................................................................ 13

2.2.3.2. Data analysis ................................................................................................................... 13
2.2.4
Results of literature review ................................................................................................. 14
2.2.4.1. Uses of Virtual Labs........................................................................................................ 14

2.2.4.2. Types of research methods .............................................................................................. 18
Table of contents
2.2.4.3. Data collection methods .................................................................................................. 20

2.2.4.4. Research topics, Virtual Lab models and related findings .............................................. 23
2.2.5
Discussion and conclusion ................................................................................................. 30
2.2.6
Limitations of previous empirical studies ........................................................................... 31
2.2.7
Suggestions for future research .......................................................................................... 32
2.3.
THREE DIMENSION (3D) GRAPHIC AND LEARNING PROCESS ............................. 33
2.4.
THE CONCEPTS AND SCIENCE PROCESS SKILLS IN SCIENCE EDUCATION......... 36
2.4.1.
Introduction ........................................................................................................................ 36
2.4.2.
Scientific concepts .............................................................................................................. 36
2.4.2.1.
Concept Definition .................................................................................................... 37
2.4.2.2.
Graphic Organizers and Concept Understanding ...................................................... 37
2.4.2.3.
Conclusion ................................................................................................................ 38
2.4.3.
3.
Science process skills.......................................................................................................... 39
2.4.3.1.
Introduction ............................................................................................................... 39
2.4.3.2.
Taxonomy of science process skills .......................................................................... 40
2.4.3.3.
Technology and science process skills ...................................................................... 42
2.4.3.4.
Conclusion ................................................................................................................ 43
2.5.
RESEARCH HYPOTHESES .................................................................................. 43
2.6.
WHAT RESEARCH IS NECESSARY TO GO FORWARD? ......................................... 43
DESIGN OF A WEB-BASED VIRTUAL LAB AS A RESEARCH
ENVIRONMENT ......................................................................................................... 45
3.1.
INTRODUCTION ................................................................................................ 45
3.2.
THE INSTRUCTIONAL DESIGN .......................................................................... 45
3.2.1.
3.2.1.1.
The concepts list............................................................................................................. 47
3.2.1.2.
Science Process Skills .................................................................................................... 49
3.2.1.3.
Learning Goals and Learning Objectives ...................................................................... 50
3.2.2.
3.2.2.1.
3.2.3.
3.2.3.1.
4.
FIRST PHASE: THE ANALYSIS ...................................................................... 46
SECOND PHASE: DESIGN .............................................................................. 51

Identification of the suitable graphics to teach content types ........................................ 52
THIRD PHASE: DEVELOPMENT ..................................................................... 53

Web-based Virtual Lab prototype .................................................................................. 54
3.2.4.
FORTH PHASE: IMPLEMENTATION ................................................................ 55
3.2.5.
FIFTH PHASE: EVALUATION ......................................................................... 55
RESEARCH METHODS AND PROCEDURES .............................................. 57
VI
Table of contents
4.1.
INTRODUCTION ................................................................................................ 57
4.2.
METHODOLOGY OF THE STUDY ........................................................................ 57
4.3.
VARIABLES OF THE STUDY ............................................................................... 58
4.4.
EVALUATION INSTRUMENTS ............................................................................ 58
4.4.1.
Conceptual Knowledge Test ............................................................................................... 58
4.4.2.
SPS Test .............................................................................................................................. 60
4.4.3.
Validity and reliability of measures .................................................................................... 60
4.4.4.
Conclusion .......................................................................................................................... 61
4.5.
4.5.1.
Sampling ............................................................................................................................. 62
4.5.2.
Experimental treatment and procedures............................................................................. 63
4.5.3.
Data collection of research ................................................................................................ 66
4.5.4.
Data processing .................................................................................................................. 66
4.5.5.
Data Analysis of the questionnaires ................................................................................... 67
4.6.
5.
6.
RESEARCH OF THE EXPERIMENT ...................................................................... 62
CONCLUSION ................................................................................................... 68
RESULTS .............................................................................................................. 69
5.1.
PROOF OF HYPOTHESIS .................................................................................... 69
5.2.
SUMMARY OF T-TEST RESULTS ........................................................................ 81
5.3.
HYPOTHESES AND RESULTS............................................................................. 82
5.4.
ESTIMATION AND INTERPRETATION OF EFFECT SIZE (ES) ............................... 84
DISCUSSION AND CONCLUSIONS ................................................................ 88

6.1.
INTRODUCTION ................................................................................................ 88
6.2.
DISCUSSION OF THE RESULTS........................................................................... 88
6.3.
CONCLUSIONS ................................................................................................. 92
6.4.
RECOMMENDATIONS ....................................................................................... 94
7.
REFERENCES ..................................................................................................... 96
8.
APPENDICES..................................................................................................... 107
APPENDIX-A SPS TEST ............................................................................................ 107
APPENDIX-B CONCEPTUAL UNDERSTANDING TEST .................................................. 117
APPENDIX-C SOFTWARE EVALUATION FORM .......................................................... 125
APPENDIX-E LEARNING OBJECTIVES ....................................................................... 156
VII
Table of contents
APPENDIX-F QUESTIONNAIRE OF ESTABLISHING TECHNICAL AND EDUCATIONAL

STANDARDS LIST ........................................................................................................ 159
APPENDIX-G SCIENCE CHECKLIST AND DEVELOPMENT SPS .................................... 165

APPENDIX-H CU AND SPS TESTS OUTPUT .............................................................. 171
APPENDIX-I SUMMARY OF REVIEWED VIRTUAL LAB EMPIRICAL STUDIES ................ 175
VIII
Table of contents
List of Figures
FIGURE 1 STRUCTURE OF THE DISSERTATION .................................................................. 10
FIGURE 2 SELECTION OF POTENTIAL BENEFITS OF A VIRTUAL LABORATORY .................. 12
FIGURE 3 MODES OF USAGE OF VIRTUAL LABS ............................................................... 17
FIGURE 4 TYPES OF RESEARCH METHODS ....................................................................... 20
FIGURE 5 DATA COLLECTION METHODS .......................................................................... 22
FIGURE 6 SCIENTIFIC DISCIPLINES ADDRESSED BY V-LAB ............................................... 29
FIGURE 7 ADDIE MODEL ................................................................................................ 45
FIGURE 8 PROPOSED INSTRUCTIONAL MODEL FOR V-LAB ENVIRONMENT ....................... 47
FIGURE 9 BASIC CONCEPTS FOR LAB TOOLS ..................................................................... 48
FIGURE 10 BASIC CONCEPTS FOR LABORATORY WARNING SIGNS .................................... 48
FIGURE 11 BASIC CONCEPTS FOR MATTER ...................................................................... 49
FIGURE 12 SUGGESTED DESIGN STRUCTURE USED IN DEVELOPING THE V-LAB .............. 54
FIGURE 13 EXPERIMENTAL RESEARCH DESIGN OF THE STUDY ........................................ 57
FIGURE 14 STUDENTS FILLED DATA INTO THE PASSWORD ACCESS PROVIDED BY V-LAB . 64
FIGURE 15 STUDENTS CHAT ROOM PROVIDED BY V-LAB ................................................ 64
FIGURE 16 STUDENTS LOG IN PAGE ................................................................................ 65
FIGURE 17 MAIN FEATURES FOR EXPERIMENTAL AND CONTROL GROUPS ........................ 65
FIGURE 18 COMPARISON OF BOTH GROUPS AND SCIENCE PROCESS SKILLS ACQUIRING.... 77
FIGURE 19 COMPARISON OF STUDENTS' GENDER WITHIN EX. GROUP CONCERNING EACH
SKILL OF SCIENCE PROCESSING ................................................................................ 79
FIGURE 20 SUMMARY OF EFFECT SIZES OF V-LAB ON SCIENCE PROCESS SKILLS ............. 87

FIGURE 21 V-LAB INVESTIGATION MODEL ..................................................................... 92
IX
Table of contents
List of Tables
TABLE 1 THE DEVELOPMENT IN THE TOTAL NUMBER OF SCHOOLS, STUDENTS AND
TEACHERS IN EGYPTIAN SCHOOLS (2004/2005 TO 2008/2009) .................................. 3
TABLE 2 THE DEVELOPMENT IN THE TOTAL NUMBER OF SCHOOLS, CLASSROOMS AND

STUDENTS IN EGYPTIAN PRIMARY SCHOOLS (2004/2005 TO 2008/2009) ................... 3
TABLE 3 THE DEVELOPMENT IN THE TOTAL NUMBER OF EXPERIMENTAL LANGUAGE

SCHOOLS IN EGYPT (2004/2005 TO 2008/2009)......................................................... 4
TABLE 4 FREQUENCY COUNT OF TYPES OF RESEARCH TOPICS ......................................... 23

TABLE 5 SUMMARIZES THE LITERATURE ANALYSIS ACCORDING TO THE FOCUS OF EACH
STUDY ...................................................................................................................... 36
TABLE 6 RELIABILITY OF THE OVERALL CONCEPTS ANALYSIS ......................................... 46

TABLE 7 SCIENCE CHECKLIST AND DEVELOPMENT OF SCIENCE PROCESS SKILLS ............. 50
TABLE 8 TYPES OF GRAPHICS TO TEACH CONTENT TYPES ............................................... 52
TABLE 9 AN OVERVIEW OF GRAPHIC TYPES AND RELATED EXAMPLES ............................ 53
TABLE 10 VARIABLES OF THE STUDY .............................................................................. 58
TABLE 11 RELATIVE WEIGHTS OF PROGRAM ELEMENTS .................................................. 59
TABLE 12 RELIABILITY COEFFICIENT FOR CONCEPTUAL UNDERSTANDING AND SPS TESTS
................................................................................................................................ 61
TABLE 13 RELIABILITIES OF TEST ITEMS FOR SCIENCE PROCESS SKILLS SUBSCALES ........ 61
TABLE 14 ENTRY-LEVEL OF BOTH EXPERIMENTAL AND CONTROL GROUPS IN CONCEPTUAL
UNDERSTANDING TEST ............................................................................................. 62
TABLE 15 ENTRY-LEVEL OF BOTH EXPERIMENTAL AND CONTROL GROUPS IN SCIENCE

PROCESS SKILLS ....................................................................................................... 63
TABLE 16 SUMMARY OF DATA COLLECTION TECHNIQUES ............................................... 66

TABLE 17 STATISTICAL TEST USED FOR DATA ANALYSIS ................................................. 67
TABLE 18 RELIABILITY COEFFICIENTS FOR TECHNICAL AND EDUCATIONAL STANDARDS
QUESTIONNAIRE ....................................................................................................... 68
TABLE 19 RESULTS OF IMPLEMENTING CONCEPTUAL UNDERSTANDING TEST AT THE END

OF THE EXPERIMENT ................................................................................................ 69
TABLE 20 MEAN SCORES, STANDARD DEVIATION, AND P-VALUES OF KNOWLEDGE

LEVEL IN POST-TEST................................................................................................. 70
Table of contents
TABLE 21 MEAN SCORES, STANDARD DEVIATION, AND P-VALUES OF COMPREHENSION

TABLE 22 MEAN SCORES, STANDARD DEVIATION, AND P-VALUES OF APPLICATION

TABLE 23 MEAN SCORES, STANDARD DEVIATION, AND P-VALUES OF ANALYSIS LEVEL

IN POST-TEST ........................................................................................................... 71
TABLE 24 MEAN SCORES, STANDARD DEVIATION, AND P-VALUES OF SCIENCE PROCESS

SKILLS ..................................................................................................................... 71
TABLE 25 MEAN SCORES, STANDARD DEVIATION, AND P-VALUES OF OBSERVATION

SKILL IN POST-TEST.................................................................................................. 72
TABLE 26 MEAN SCORES, STANDARD DEVIATION, AND P-VALUES OF MAKING

INFERENCE SKILL IN POST-TEST ............................................................................. 73
TABLE 27 MEAN SCORES, STANDARD DEVIATION, AND P-VALUES OF CLASSIFICATION
TABLE 28 MEAN SCORES, STANDARD DEVIATION, AND P-VALUES OF MEASUREMENT

TABLE 29 MEAN SCORES, STANDARD DEVIATION, AND P-VALUES OF COMMUNICATION

TABLE 30 MEAN SCORES, STANDARD DEVIATION, AND P-VALUES OF PREDICTION SKILL

IN POST-TEST ........................................................................................................... 76
TABLE 31 DIFFERENCES BETWEEN MALE AND FEMALE STUDENTS OF THE EXPERIMENTAL

GROUP IN SCIENCE ................................................................................................... 79
TABLE 32 RESULTS OF PRE-/POST-TEST FOR THE EXPERIMENTAL GROUP IN CONCEPTUAL

UNDERSTANDING ..................................................................................................... 80
TABLE 33 RESULTS OF PRE-/POST-TEST FOR THE EXPERIMENTAL GROUP IN SCIENCE

PROCESS SKILLS ....................................................................................................... 80
TABLE 34 SUMMARY OF T-TEST RESULTS ........................................................................ 82

TABLE 35 SUMMARY OF THE RESULTS OF TESTING HYPOTHESES ..................................... 82
XI
List of abbreviations
2D
Two Dimension
3D
Three Dimension
AAAS
American Association for the Advancement of Science
ADDIE
Analysis, designing, developing, implementing and evaluating
BSPST
Basic Science process skills Test
Co.
Controlled
Conf.
Conference
CU
Conceptual Understanding
CVD
Chemical Vapor Deposition
DF
Degree of freedom
Ed.
Edited, Edited by, edition, editor
ES
Effect size
et al.
And others
etc.
And so forth
Ex.
Experimental
F.
Females
G.
Graph
i.e.
That is
ISD
Instructional systems design
IVPL
Internet Virtual Physics Laboratory
J.
Journal
lab
Laboratory
M.
Males
N./No.
Number
p. / pp.
Page, Pages
XII
P-value
Probability of obtaining a test statistic
SD
Standard Deviation
SPS
Science Process Skills
SPSS
Statistical Package for the Social Sciences
URL
Uniform Resource Locator
V-Lab
Virtual Lab
VR
Virtual Reality
VS
Versus
XIII
Introduction to the study
1. Introduction to the study

1.1. Introduction
The presence of computer technology in schools has increased in speedy manner since
that time, and predictions are that this trend will continue to accelerate the interesting
view of technology is that its mere presence in schools will enhance student learning
and achievement. The literature on technology and learning concluded that it has great
potential to enhance student achievement, but only if it is used appropriately (Bransford,
et al. 2000, 206-216).
In light of curricula, Science is considered -in terms of the natural science curriculumas a means of knowing, a process for increasing the knowledge and understanding the
natural world. In this frame, students should be active learners. It is not sufficient for
students to read about science, they have to realize science. They should observe,
classify, inquire, infer, communicate analysis, etc. Students should have active
experiences all over the instructed science curriculum; they should use science process
skills and understand important science concepts and the nature of science, in addition
to, communicate effectively using science language and reasoning (Duschl, R. et al.
2007, 168-185).
Using technology in science instruction offers wide opportunities for education
development, students can collaborate on meaningful activities with their classmates;
effective technology also can reinforce and enrich students learning in interactive
environment, which encourage the creativity through e-learning applications in different
modes like visualization, simulation and modeling (Manner, 2003, 90-95, Repnik and
Grubelnik, 2010, 43).
Virtual reality simulations and animations are important applications that develop and
fitly place in the learning process to engage students and enhance their conceptions;
they could be also helpful to generate interactions at the same situation (Ong and
Mannan, 2004, 361-382).
With regard to virtual reality applications, there are virtual labs (V-Labs)
representations for presenting important interactive virtual environments for science
education and high influence on science process skills. Virtual Labs provide very
important experience especially who learn individually, they use in educational setting
as supplemental material to prepare for the wet lab "traditional lab", or providing
1

experience similar to a traditional lab when it is not possible. In addition, Virtual Labs
are useful for presenting science as a process and emphasizing science concepts (Liu, et
al., 2001, 163-164).
There are many advantages to the use of computer-based instructional materials
especially for laboratory science instruction. These include ability to be carried out,
safety, and cost-efficiency, minimization of error, flexible, rapid, and spatial
dimensions. Previous studies showed that the importance of interactive virtual
experiments based on 3D could enhance lab activities and allow for repetition (Zhigeng
et al., 2005, 273-281).
Virtual reality applications offer students unique opportunity for experiencing and
exploring a broad range of environments, objects, and phenomena. Students can observe
and manipulate inaccessible objects, variables and processes. These interactive
technologies can present visual representations of physical phenomena to allow students
to construct relations between scientific theory and empirical evidence and exploratory
(Hennessy et al. 2007, 137-152).
1.2. The educational system and technological development in the Egyptian schools
Egypt is one of the major countries in Middle East. It is the biggest country in terms of
its population in the Middle East and it has the second biggest population in Africa.
Egypt has over 78 million people who are living in less than 4% of its landscape, which
is about 1 million square kilometers. Therefore, most inhabited areas in Egypt are
highly residential. Egypt is considered one of the developing countries of the world
(Egyptian Ministry of Foreign Affairs, 2009). Subsequently, the increased size of
population and the small area that the people are living in has led to an increasing
number of economic and educational problems. For instance, the Egyptian Ministry of
Education is facing several key difficulties that decline the quality of teaching and
learning process in Egyptian schools. These difficulties include the increasing number
of students who require basic education, the need for increasing numbers of qualified
teachers, lack of resources especially science laboratory tools, facilities and instruments,
etc. Table 1 shows a comparison between the total number of students in basic
education (preschool, primary, and preparatory school), the total number of teachers and
the total number of classrooms in schools.

Table 1 The development in the total number of schools, students and teachers in Egyptian
schools (2004/2005 to 2008/2009)1
No./Year
Schools
Students
Teachers
2004/2005
38922
15511818
826348
2008/2009
43423
16101210
809241
Table 1 illustrates the fact that, however the number of students in Egyptian schools is
increasing, the number of teachers is decreasing. As a result, an opportunity for
technology to take part in the learning process is very crucial. However, according to
2008/2009 statistics shown in table 2, the average number of students per classroom is
approximately forty-three. Regarding primary schools, this average number varies
between governorates (in some governorates is thirty five, while in others is over fifty
five, depending on school age density). The classroom density, primarily in primary
schools, is considered one of the major problems facing basic education in Egypt,
especially in Nile Delta governorates and Greater Cairo.
Table 2 The development in the total number of schools, classrooms and students in Egyptian
primary schools (2004/2005 to 2008/2009)2
No./Year
Schools
Classrooms
Students
2004/2005
16369
203676
8634115
2008/2009
16866
212084
9207323
One of the Egyptian Ministry of Education efforts to improve the quality of

instructional process, is the establishment of a number of experimental language
schools, which clearly satisfy the requirements of the knowledge society.
Egyptian Ministry of Education. Retrieved December 11, 2009, from

http://services.moe.gov.eg/books/A_0809/2/A/A1.htm;
http://services.moe.gov.eg/books/A_0809/2/A/A2.htm
http://services.moe.gov.eg/books/A_0809/2/C/C4.htm

Table 3 The development in the total number of experimental language schools in Egypt
(2004/2005 to 2008/2009)3
No./Year
Langue Schools
1991/1992
2004/2005
195
898
2008/2009
1420
Table 3 shows that, between 1991/1992 and 2004/2005, there was rapid rate of increase
(about 460%), while the increasing rate was about 150% for the next four years. This
means that there was a high spread of establishing such schools due to the high quality
of the instructional process (including teaching science and math in English), which led
to high performance of students.
In this context, the Egyptian Ministry of Education launched a technological
development project in 1995 to establish a well-equipped "Center for Technology
Development" in each of the 29 educational directorates (one in each governorate). This
project aims to develop, integrate and use information and communication technologies
in education in Egypt, and to create a learning environment that enables students to
create their own learning experience through using information resources and
technological devices to find the information (Ministry of Education, 2007). Recently,
and according to the National Strategic Plan for improving pre-university education in
Egypt (Ministry of Education 2008, 185, English version), the goal for chapter five is:
"Develop and install the ICT infrastructure and technical support needed to implement
and sustain modern pedagogy and effective educational management and planning".
This goal could be achieved during five years through the following five operational
objectives:
Modernize and strengthen the technology infrastructure in all schools to enable

them to effectively apply the new curriculum and innovative learning and teaching
methodologies.
Activate the role of information system management in the educational process.
Support the best use of technology in distance learning and training.

http://services.moe.gov.eg/books/A_0809/2/C/C4.htm;
http://services.moe.gov.eg/books/A_0809/2/A/A1.htm
Build capacity in the ICT domain.
Merge different technology departments in one sector to achieve unity and

efficiency.
For a long time, the main approach for teaching and learning in Egyptian schools was
mainly the didactic traditional approach, which depends on memorization where
teachers are the main source of information, and students are only passive receivers.
This approach does not allow learners to engage actively in the learning process, and
hence the pedagogical approach in Egyptian schools for a long time did not provide the
best support for students to develop conceptual understanding and science process
skills, especially in science learning. The strategic objectives of the Egyptian Ministry
of Education now are moving towards the implementation of active learning approach,
wherever it is possible due to the class high-density constraints.
The current pedagogical practices in high-density Egyptian primary schools were taken
into account in this research. For example, web based V-Lab was designed in order to
change the students' perception of learning processes by transforming their learning
experiences gradually from a teacher-centered approach to a student-centered approach
where they take the responsibility and the control of their own learning and acquiring
the new knowledge.
By now, and since the beginning of Technology Development Project, all Egyptian
schools are equipped with infrastructure and different facilities to enable them to use
information and communication technology. According to Ministry of Education
statistics in 2009, there is a number of schools that technologically developed and
provided with a small computer lab (the number varies and sometimes reaches up to 30
computers) and multimedia unit to connect to the internet. The labs were also provided
with data projector, television, video player, screen and the well-known overhead
projector.
1.3. Research problem
One of the weaknesses in primary school's education is "insufficient learning of natural
science subjects". This insufficiency might be due to the level of teaching, and
consequently the ability of students to use science knowledge and to practice science

process skills. In order to solve this problem, appropriate teaching/ learning strategies
using ICT will be investigated and searched for.
Science process skills are means for understanding and mastering science, they are
considered major goal for science education and laboratory settings. Accordingly, prelab activities represent an important issue for preparing students to be capable for
comprehending science concepts and practicing science process skills, which are
necessary for promoting science education (Rezba et al., 2002; Checkovich and
Sterling, 2001, 32-35).
According to research experience and vision of science teachers, the current method of
teaching science in primary schools is often didactic and does not engage students' prior
knowledge actively, they often practice these skills in ways that have little connection to
real-world contexts. In addition, students are not often exposed to practice basic science
process skills in an effective way due to shortage of tools and equipment in science
laboratories in primary schools, which will affect science instruction in middle schools.
The acquirement of pre-lab conceptual knowledge and science process skills is vital
because they are essential foundations for science learning in the following stages.
Researchers (Poindexter and Heck, 1999; Yang and Heh, 2007; Limniou et al., 2007;
Koretsky et al. 2008; Hatherly, et al., 2009; ) pointed out that, Virtual Lab gives
students the opportunity to think about concepts, which each lab tool they have to
choose, and the appropriate material to use. This could be achieved through some
interactive activities that could be used in classroom and laboratory in a scientific way.
The question now is: to what extent virtual learning experiences are as effective in
influencing students conceptual understanding and practicing science process skills as
more traditional science instruction address?. In the present study, the researcher
explores the difference of using web-based Virtual Lab environment on student
understanding of concepts and science process skills. On the other hand, the study will
provide primary schools' educators with the information need to make well-informed
decisions in terms of the best delivery means of science concepts and skills.
Accordingly, three questions with respect to, students understanding of science concepts
and practicing process skills need to be answered and formulated as follows:
What is the current status of the Virtual Lab (V-Lab) as an instructional

technology tool?
What is the impact of a proposed web-based Virtual Lab environment on

developing students conceptual understanding?
What is the impact of a proposed web-based Virtual Lab environment on

developing students science process skills?
1.4. Research aims

The research aims to:
Design and produce an educational interactive web-based virtual science lab

supported by some of 3D graphics.
Assess the impact of the designed Virtual Lab environment on students'

conceptual knowledge and science process skills.
Encourage an understanding of the significance of learning science.
Enhance science process skills that are necessary for lab work and science
education as basic aspects.
1.5. Original contribution to knowledge

This research highlights the different issues that are related to the development,
implementation of a proposed web based Virtual Lab for developing conceptual
understanding and science process skills in primary schools, where students are in an
appropriate age to engage in learning science. Virtual Lab presents a way to motivate
young students and enhance science learning by its features and suitable access
considering that, pre lab activities are important settings for preparing them to science
laboratory.
The Developing and the implementation of a web-based V-Lab environment was
designed in order to provide students with simulated environment based on some of 3D
graphics, which could enhance learning main science concepts and science process
skills to understand science, correctly. This prototype is considered a key aspect that
emerged from this study and will be used to accommodate different learning styles to
students' needs.
The different aspects that highlighted in this study are seen to make an original
contribution to knowledge. Moreover, the findings of this study are expected to have
major implications for implementation in primary education.
7

1.6. Explanation of terms
The following definitions were identified in the progress of this study:
1. V-Lab: 3D models, simulations and a variety of graphics within interactive means to
support learning activities.
2. Graphic: Illustrative representations include variety of organizational visuals,
animation, and video.
3. Traditional classroom: Any learning activity that is performed in a classroom setting
and provided by the teacher.
4. Web-based: Interactive instructional activities delivered via internet.
5. Science Process Skills: A series of mental processes that is necessary for students
science understanding.
6. The concept: A set of specific objects, symbols, or events that are grouped together
based on joint characteristics, and is defined by particular name (Merrill et al. 1992,
6).
1.7. Project plan
Reviewing previous researches concerning with Virtual Lab as an instructional
technology tool was the first step in this project plan. The plan influenced by the
instructional design approach: Analyzing, Designing, Developing, Implementing and
Evaluating (ADDIE)4. These phases explained in the following sections.
The present study includes the following five stages:
First stage:
Analyzing target group and their needs.
Identifying science concepts, science process skills checklist, and necessary
activities.
Developing objectives for the web based Virtual Lab.
Dick, W., Carey, L., & Carey, J. (2001). The Systematic Design of Instruction, (5th Ed.). New York:
Addison-Wesley Longman.
Second stage:
Designing phase is relating to determining the required activities and organizing
them, and then
Selecting 3D graphics is suitable to deliver the concepts.
Third stage:
Developing the web-based Virtual Lab according to design of V-Lab in the
frame of the web site.
Designing the activities in a simulated environment and achieving the usability
in interactions.
Getting feedback from experts.
Conducting pilot experiments on some students.
Fourth stage:
Experimental treatment (implementation): two trials took place in order to
evaluate the impact and usability of both the activities and the web-based V-Lab.
Fifth stage:
Evaluation process: defining a set of methods used in order to collect data from
different perspectives, especially during the instructional designs phases.
Interpretation of the collected data and reporting in the dissertation.
1.8. Dissertation structure

The dissertation begins with the title page followed by an abstract, acknowledgment,
and lists of contents, figures and tables. Figure 1 explains in detail the structure of
dissertation that involves six chapters, in addition to, references list and the appendices,
which include research questionnaires, data summary sheets, and some screenshots of
the designed web based V-Lab.
Figure 1 Structure of the dissertation
10
Theoretical foundation of virtual lab and science learning
2. Theoretical Foundation of Virtual Lab and Science Education

2.1. Overview
This chapter aims to highlight the background literature that is relevant to the use of
Virtual Lab as an instructional technology tool. It will emphasize on three dimension
graphics aspect and learning science: the conceptual understanding and science process
skills.
2.2. The Virtual Lab as an instructional technology tool: A review of previous
research
2.2.1 Introduction
In the last few years, the Virtual Lab (V-Lab) has emerged as a tool for teachers and
students used in both pre-university and higher education settings. In this article, the
author adapted Scheckler's definition to refer to the V-Lab as ''using the electronic
models, simulations and a variety of instructional technologies for experimentation to
replace or support face-to-face lab activities''. (Scheckler, 2003, 231-236).
V-Lab has been investigated as a means to help learners to improve conceptual change.
Virtual reality (VR) simulations and animations are important applications that have
been developed and appropriately placed in the teaching materials to enhance student
understanding of abstract concepts. They provide the capability of training students, as
well as enhancing their conceptions. VR could be helpful in generating interactions in
the same situation (Ong and Mannan, 2004, 261-382). Figure 2, adapted from Hatherly
et al. (2009), provides graphic illustration of some benefits of V-Lab. In light of
changing and enhancing learning, it is a good means for simulation-based training tools
in media-rich instructional environments, in order to enable innovative teaching
methods and solve problems in the learning situation (Rice et al., 1999; Johnson, 2002,
6-9; Huang, 2003, 157-164; Gervasi, et al., 2004, 717-726).
11
Figure 2 Selection of potential benefits of a Virtual Laboratory
This part is organized into the four following sections: purpose and questions of this
review, method, results, and discussion, which includes major conclusions in the
searched literature.
2.2.2 Purpose and questions of this review
The purpose of this sector is to review the empirical literature related to the use of the
V-Lab as an instructional technology tool. Specifically, this review was led by the
following questions:
1- How is the Virtual Lab used by students and teachers?
2- Which types of research methods have been applied using V-Lab in educational
settings?
3- Which data collection methods are used in the research on V-Lab?
4- Which research topics and models have been conducted on V-Lab in
instructional settings, as well as related findings?
12

2.2.3 Method of literature review
2.2.3.1. Searching and selection procedures
The search for related literature was completed in two phases. For the first phase, the
author checked empirical, peer-reviewed papers that were found in electronic databases
using the keywords Virtual Lab and Virtual Experiment. The author used the
databases Academic Search Complete, ERIC, TOC Premier and ACM Digital
Library. In addition, the searching process was conducted via IEEEXplore digital
library and EdITLib Digital Library for Information Technology and Education that
includes paper proceedings from international conferences. In the second phase, the
author searched for journal articles as well as for articles presented in peer-reviewed
conferences. Until December 2009, the author identified exactly 104 articles. The
position papers, conceptual articles, non-empirical descriptions of V-Lab, studies with
unclear data sources and literature reviews were excluded. Appendix (I) includes the
remaining articles (n=36) which were considered qualified review to be included into
the present research. These 36 articles are listed according to author, year of publication,
purpose, research method, data collection method, results, and context.
2.2.3.2. Data analysis
The central unit of analysis was the individual empirical article. In order to answer the
first question, How is the Virtual Lab used by students and teachers?, the following
features of the V-Lab as a framework were used to guide the current initial analysis and
coding: improvement of teaching and learning processes, V-Lab as a training means,
and V-Lab as a remote and communication tool.
To address the second, third and fourth questions were introduced, Which types of
research methods have been applied using the Virtual Lab in instructional settings?,
Which types of data collection were used in the research?, Which research topics and
models have been conducted on the virtual labs in educational settings, as well as the
related findings?.
For analysis, the author first applied the deductive categorization method described by
Mayring (2000). The deductive category application method involves the following
steps: (1) examining each individual paper; (2) forming various main categories (i.e.,
13

research methods, data collection methods, and research topics); (3) collecting them in a
coding list; (4) revision of categories and coding; (5) performing category distribution;
and (6) result interpretations. The following section represents results for a complete
description of the diverse research methods and research topic categories.
Additionally, some descriptive statistics had been calculated to provide an integrated
view on the studies.
2.2.4 Results of literature review
2.2.4.1. Uses of Virtual Labs
As a conclusion of the analysis, it was found that the V-Lab could be utilized for the
following uses:
Improvement of teaching and learning processes
In context that the V-Lab supports teaching methods, Limniou et al. (2007) explored
how to improve the teaching procedures by using a spectrophotometer simulator that
gives students the opportunity to illustrate how a slight change in concentration/pH can
produce a significant change to the absorption spectrum. V-Lab provided a reasonable
degree of familiarity with the theory and operation. The proposed course design helped
students to review laboratory techniques and experimental procedures prior to entering
laboratory.
The same conclusion reached by Mtrailler, et al. (2008) who investigated problem
solving approach in science teaching and its capability of delivering domain-specific
knowledge via a simulated lab tool as well as domain-general psychological knowledge.
Edward Jones (2001) improved a student's intuitive understanding of random
phenomena via a virtual statistical lab, and investigated how statistical methods aid in
interpreting them. This has been implemented using interactive statistical games
designed around historical problems from probability and statistics. In this framework,
Kantzavelou (2005) presented a model of a virtual laboratory for solving problems in
computer science courses. The results showed that students assimilated digital logic,
data representation, and the structure and functioning of simple abstract computer
architecture better. Additionally, the solution to some problems could be improved and
14

students were aided in the acquisition of concrete knowledge for abstract concepts by
experimentation.
Maldarelli et al. (2009) showed that visual demonstration of laboratory procedures is a
key element in teaching pedagogy. The main goals of the study were to create videos
explaining and demonstrating a variety of lab techniques that would serve as teaching
tools for undergraduate and graduate lab courses and to assess the impact of these
videos on student learning. Demonstrations of laboratory procedures were videotaped.
Statistical analyses were performed to compare students' perceptions of knowledge,
confidence, and experience with the lab techniques before and after viewing the videos.
Regarding the reinforcement of the learning process, Koretsky et al. (2008) focused on
augmenting student learning in experimental design using a V-Lab. The authors
described the instructional design, implementation, and its assessment. The V-Lab
provided an experience in which students could synthesize engineering science and
statistical principles and had the opportunity to apply experimental design in a context
similar to that of an engineer practicing in industry. Certain specific elements of
students' learning could be enhanced, as well as higher order thinking skills. As result,
students perceived the V-Lab, which was based on a numerical simulation of a chemical
vapor deposition (CVD) process, as the most effective learning medium, even above
physical laboratories.
The Internet Virtual Physics Laboratory (IVPL) promoted science learning through
Computer Assisted Instruction (CAI), which considered as a good product to combine
the relational of science learning and instructional technology. The virtual experiments
offer a visualized simulated learning environment via various situations. The IVPL
would support understanding secondary students' abstract physical concepts and,
cooperative problem solving processes when doing physics experiments. The IVPL
would integrate and contribute in compensating the lack of lab equipments/tools in
schools (Yang and Heh, 2007).
The Virtual Lab as a training means
This section deals with utilizing the Virtual Lab as a training tool concerning enhancing
understanding, improving operational skill, promoting learning interest and inspiring
innovation. The results show the Virtual Lab as a means of providing training,
15

experience for teaching laboratories, and positive attitudes towards learning (Rong,
2005, Hatherly, et al. 2009).
An illustrative example is the study of Feudner et al. (2009) who investigated whether
capsulorhexis training on a surgical simulator improves wet-lab operating performance
of surgical novices; the results showed that such training improved traditional lab
situation. In relation to science laboratories and training, Bell and Fogler (1999)
produced a sequence of VR-based laboratory accidents that allowed students to
experience potential consequences of laboratory safety. A set of safety rules based upon
criteria of lab situations, potential consequences, and adaptability to a virtual reality
environment, were presented.
The Virtual Lab as a remote and communication tool
The current section emphasizes the employment of the V-Lab to communicate
information from one person to another and grant access to data via remote labs,
communicating information about the curriculum with students and staff, in addition to
collaboration among each other. For example, Alexiou et al. (2004) presented a 3D
virtual reality laboratory prototype based on the 3D-simulation of a radio-pharmacy
laboratory to overcome the problem of communication between users and construct
their knowledge. Learners could experiment with pharmacy equipment by conducting
specific learning scenarios. The availability for learners to access the V-Lab through a
study mode was given and a multi-user mode was available. The first mode consisted of
a 3D feedback area, where the learner can interact with the environment without the
presence of the other learners. In the multi-user mode, the learner may see other learners
and interact with them via chat. Furthermore, various communication channels such as
gestures, voice, and text chat were offered.
In the frame of distributed collaboration in virtual labs, Rong et al. (2005) produced and
developed a prototype for a web-based circuit virtual laboratory for undergraduate
students. The four most important components in the project were the working panel for
digital circuit design, the experimental instruments for getting outputs, a communication
panel for group collaboration, and a user management panel. The system was tested via
a survey concerning enhancing students' understanding, improving operational skills,
promoting learning interest, and inspiring innovation. The results showed positive
attitudes towards the system. Steidley and Bachnak (2005) presented a system named
16

LabVIEW which provided a communication tool between students and instructors,
allowing for secure access of students to experiments and giving them control of the
view of web pages. A front panel in LabVIEW displays the results and allows storage of
acquired data for later processing. The implementation of a digital video camera offered
real time images published on the front panel. Employing the video camera to monitor
experiments enhanced the learning process.
Another study dealt with students access to the devices physically, located in the lab.
The design allowed students to access the network remotely and securely without
requiring physical access to the lab and the devices in the lab. Leitner and Cane (2005)
provided distance-learning students with a remote laboratory experience that reproduced
key aspects of the traditional, on-campus laboratory environment to the maximum
possible extent by delivering an effective and satisfying laboratory experience to
distance learning students. The V-Lab approach was suggested for IT-education that
focused on distance learner involvement to select and integrate laboratory elements
when performing laboratory activities assigned to them. Additional analysis suggested
that the three most common uses of the virtual labs were to: (1) improve the learning
process (55.5%), (2) adopt V-Labs as training means (19.4%) and (3) apply V-Lab as a
remote and communication tool (25%).
Figure 3 Modes of usage of Virtual Labs
17

2.2.4.2. Types of research methods
In this section, the author summarizes the various research methods employed in the
previous studies that have been reviewed. There are many different types of research
methods, also called research designs. Four types of research methods were found: (1)
descriptive research, (2) experimental studies, (3) quasi-experimental designs, and (4)
developmental research.
Descriptive research
Descriptive research is generally concerned with types of questions that describe events
focusing on a particular issue or phenomenon (Knupfer and McLellan, 1996). As
revealed in Appendix (A), the majority of the studies classified as descriptive research
(21 of the 36 papers). As an illustration of a descriptive research, the author may
consider the study conducted by Poindexter and Heck, (1999) describe Virtual Labs as
sophisticated interactive demos and propose them as a good substitute of physical labs.
Rice et al. (1999), Steidley and Bachnak (2005), Summers et al. (2005), and Way, T.,
(2006) described the design, development, and implementation of Virtual Labs. In this
frame, Li et al. (2009) dealt with the lab challenges and how to integrate a virtual
computing lab to be more efficient.
Data collection methods included questionnaires, online surveys, observations, and
interviews. Analysis of the data was carried out to explore how a Virtual Lab could be
used and implemented.
Experiment research
Experimental research is mainly useful in addressing evaluation questions about the
effectiveness and impact of programs. It is a collection of research designs that use
treatment and controlled testing to understand causal processes (Gribbons and Herman,
1997). Experimental research involves an experimental group and a control group to test
hypotheses regarding certain treatments or causation (Ross and Morrison, 1997); for
example, using V-Lab leads to better students' learning. Two groups exist in the
experimental design: a treatment group inside and a control group outside the V-Lab.
Moreover, in experimental research, participants are randomly assigned (Chen et al.,
2008). In the current review only seven papers (Sommer, B. and Sommer, R. 2003;
Lawson and Stackpole, 2006; Noguez, et al., 2007; Chen, et al., 2008; Dalgarno et al.,
18

2009; Feudner, et al., 2009; Maldarelli et al., 2009) utilized this approach. As previously
mentioned, they investigated the impact of using the effect of simulations in a V-Lab
environment on students learning and attitudes to estimate student benefit from the
simulations. Data sources in the studies included pre-/post-test, observation, student
record forms, and interviews.
Quasi-experiment research
This method refers to the evaluation of educational programs when random assignment
is not possible or suitable (Gribbons and Herman, 1997). Five papers (Limniou et al.,
2007; Mtrailler, et al., 2008; Koretsky, M. D. et al., 2008; Swan and ODonnell, 2009;
Yang and Heh, 2007) utilized this research method to investigate and compare the
impact of V-Lab on traditional laboratory instruction in certain disciplines. Data sources
in the studies included pre/post-test, questionnaire, only post-test, and survey.
Development research
Developmental research refers to studying the design, development, and evaluation
process of certain educational interventions methodically (Richey and Nelson, 1996).
The development of some new V-Lab systems is also viewed in this type. Only three
papers (Rong et al., 2005; Subramanian and Marsic, 2001; Bickmore and Schulman,
2009) fell into this category. Data sources in the studies included questionnaire, survey,
observation, and content analysis.
Results indicated that, overall, descriptive research was the most common type of
research method (58.3%), followed by experimental approach (19.4%), quasiexperimental (13.9%), and developmental research (8.3%). Figure 4 illustrates the
percent of the various types of research methods.
19
Figure 4 Types of research methods

2.2.4.3. Data collection methods
A diversity of data collection methods were used in the research papers that were
reviewed. These methods included questionnaires (thirteen studies), tests (eight studies),
content analysis (seven studies), interviews/focus groups (seven studies), and
observation (five studies). In detail, the data collection methods that were found in the
current review of past empirical studies included the following five methods:
Questionnaires
Questionnaires are commonly used as practical tool for collecting survey information,
providing structured, often numerical data (Cohen et al., 2007, 317). Questionnaires
normally include both closed-ended items and open-ended questions to collect data on
participants satisfaction, or attitudes about a specific question (e.g., students
satisfaction for using virtual labs (Lawson and Stackpole, 2006; Menndez, et al.,
2006). A Likert-type scale of items was used to collect data on participants satisfaction,
or attitudes about a specific issue; for example students satisfaction with using virtual
labs in the learning process (Bickmore and Schulman, 2009; Lawson and Stackpole,
2006). Additionally, Stuckey-Mickell (2007) investigated students' perceptions of
virtual biology labs used in two online introductory biology courses via an online
survey. The designed included open-ended items, about perceptions of the CD-ROM
20

based virtual biology laboratories and face-to-face (F2F) laboratories completed during
the courses. Although there are a variety of data collection methods, surveys seem to be
the main method of collecting data in virtual labs researches.
Tests
Tests, as data collection method, include pre-test and post-test. Here the pre-test is an
instrument used to collect participants performance data before V-Lab-treatment. On
the other hand, Post-test, is an instrument used to collect participants performance data
after the treatment. An example of pre-test and post-test data is participants scores for
achieving physics before and after studying scientific materials via virtual lab,
respectively. Several authors used testing method in their researches (Yang and Heh,
2007; Noguez, et al., 2007; Mtrailler, et al., 2008; Chen, et al., 2008; Dalgarno et al.,
2009; and Maldarelli et al. 2009).
Interviews/ focus groups

An interview is considered a verbal exchange or talk between the examiner and an
individual participant of the research on V-Labs, done either face-to-face or over the
telephone (Fontana and Frey, 2000). Only two authors (Rice et al., 1999; Scheckler,
2003) used this method to examine usability issues of the V-Lab. In respect to focus
group, it is a type of group interview; participants interact with each other rather than
with the interviewer (Cohen et al., 2007, 376). This method helps for gathering data on
attitudes, values, and opinions, in addition to producing data quickly and at low cost
(Huang, 2003; Way, 2006).
Observation
This data collection method is conducted by a researcher when observing participants in
natural contexts in order to get an indication of their behaviors or activities (Knupfer
and McLellan, 1996). This method was used by some authors to examine the interactive
behavior (Subramanian and Marsic, 2001; Lawson and Stackpole, 2006; and Hatherly,
et al., 2009).
21

Content analysis
This method is used by researchers to study participants behavior or activity indirectly
by collecting and examining the written contents of a communication (e.g. project plans,
emails, student worksheets, time logs, or text messages). This method was used quite
often (Carnevali and Buttazzo, 2003; Feudner, et al., 2009; Leitner and Cane, 2005;
Marchevsky et al., 2003).
Conclusion
Figure 5 Data collection methods
As a conclusion of the methodological analysis, results showed that the largest portion
of all data collection methods used in previous studies were questionnaires (32.5%),
followed by tests (20%), content analysis (17.5%) and interview/focus groups (17.5%).
Only a small number of studies used observation (12.5%) as a data collection method.
A related issue is that of statistical tests, which were often used in the past to conduct
empirical studies. The author found many statistical tests, which were categorized
according to kinds of data; describing, exploring or testing hypotheses, or seeking
correlations. Statistical tests used were mostly of a descriptive type (mean, standarad
deviation, and percentage), followed by one-way ANOVAs and t-tests (independent and
paired samples). A smaller number of studies applied advanced tests (e.g. ANCOVA,
factorial ANOVA, linear mixed model, MANOVA and MANCOVA).
22

2.2.4.4. Research topics, Virtual Lab models and related findings
Three main research topics on V-Labs were found: learning outcomes of using V-Lab,
attitudes toward V-Lab and viability of V-Lab as communication and remote tool. Table
1 shows the frequency counts for each research topic.
Table 4 Frequency count of types of research topics
Topic
Learning outcomes
Attitudes
Communication and remote tool
Frequency count
18
12
8
2.2.4.4.1. Learning outcomes

This research topic investigated whether the use of V-Lab models can develop or
enhance students learning. In the current research review, the author found eighteen
studies covered this research topic as the main topic or as one of the topics being
investigated (Poindexter and Heck, 1999; Jones, 2001; Alexiou et al., 2004; Rong et al.,
2005; Menndez et al., 2006; Chen et al., 2008; Dalgarno et al., 2009; Feudner et al.,
2009; Hatherly et al., 2009; Kantzavelou, 2005; Koretsky et al., 2008; Lawson and
Stackpole, 2006; de Magistris, 2005; Limniou et al., 2007; Mtrailler et al., 2008; Li et
al., 2009; Maldarelli et al., 2009; Yang and Heh, 2007; Swan and ODonnell, 2009).
The overall results concerning learner achievement suggest the use of V-Labs to help
students to learn. For example, Yang and Heh (2007) investigated and compared the
impact of the Internet V-Physics Laboratory (IVPL) instruction with traditional
laboratory instruction in physics on academic achievement, performance of science
process skills, and computer attitudes of tenth grade pupils. The V-Lab had potential to
help tenth grade pupils improve their physics academic achievement and science
process skills, but there was no significant difference in computer attitudes between the
groups. V-Lab usage did support the secondary students understanding of abstract
physics concepts and cooperative problem solving processes when doing physics
experiments and supplementing the insufficiency of equipment in schools.
In the frame of exploring the effect of V-Lab on learning outcomes, Chen et al. (2008)
investigated the effect of simulations in a virtual laboratory on engineering
undergraduate students' learning; the researcher found a significant difference in student
23

achievement in favor of the V-Lab student group. Nance et al. (2009) investigated the
implementations of virtual environments via remote lab, which increased learning
outcomes. The procedure aimed to enable students to remotely complete assignments
that were more complex, which assisted in reducing travel to/from campus and provided
student-scheduling flexibility.
In contrast, Dalgarno et al. (2009) found that the remote lab was more effective than the
Virtual Lab; participants in the real lab scored on average higher than V-Lab students.
Study results suggested that learning by exploring the real lab was likely to be more
effective than learning by exploring the virtual lab, but the difference was rather small.
From a methodological perspective, it is interesting that out of these eighteen studies,
four utilized the experimental research method and three used the quasi-experimental
research method, while eleven studies employed the descriptive research method. Six of
the eleven descriptive research studies relied primarily upon student self-report data,
such as student questionnaires and student interviews, to determine if the use of a V-Lab
helped them learn (Poindexter and Heck, 1999; Koretsky et al., 2008; Marchevsky et
al., 2003; Stuckey-Mickell and Stuckey-Danner, 2007; Nance et al., 2009; Swan and
ODonnell, 2009). Specifically, the experimental research depended on different
research methods like tests or questionnaires for measuring learning outcomes.
2.2.4.4.2. Attitudes
This research topic investigated participants affective domain such as students
attitudes and their satisfaction (e.g., likes and dislikes, benefits and limitations) of using
a virtual lab. Twelve studies covered this research topic either independently or as one
of their topics (Rice et al., 1999; Subramanian and Marsic, 2001; Cheng et al., 2002;
Swan and ODonnell, 2009; Sommer, B. and Sommer, R., 2003; Rong et al., 2005;
Marchevsky et al., 2003; Lawson and Stackpole, 2006; Bickmore and Schulman, 2009;
Chen, et al., 2008; Dalgarno et al., 2009; Magistris, 2005).
Regarding students' satisfaction, research in general showed that students liked using
virtual labs because of the ability to access the experiences through simulation.
Menndez, et al. (2006) indicated that students who were exposed to the V-Lab showed
high satisfaction via poll where students found the V-Lab very useful for their study. In
light of this frame, Lawson and Stackpole (2006) investigated student satisfaction of
delivering laboratory instruction in a distance delivered virtual laboratory. The results
24

showed students perceived their online laboratory environment to be equivalent to the
onsite laboratory, and were satisfied with their experience, both technically and
personally. Marchevsky et al. (2003) showed obvious improvement in student
participation and satisfaction was seen with the use of web-based instruction, where
students studied via a "virtual pathology" laboratory; learning development for 30% to
40% of students increased in comparison to previous years by almost 100%.
Satisfaction surveys showed progressive improvement over the past 4 years.
Subramanian and Marsic (2001) indicated that, students had a positive attitude towards
the lab on mitosis. Of the 18 students who were surveyed, 15 commented on the
usefulness of the simulations in explaining different stages of mitosis via dynamic
representations and simulations that were embedded in this lab. Students liked the
possibility of replaying and watching the process as many times as they needed.
On the other hand, some of the reported dislikes or non-effects of using virtual labs
were also discussed. For example, a study of Yang and Heh, (2007) investigated the
impact of Internet V-Physics Laboratory (IVPL) instruction against traditional
laboratory instruction on physics academic achievement, performance of science
process skills, and computer attitudes on tenth grade students; there was no significant
difference in computer attitudes between the two groups. This would support the
secondary students understanding of abstract physics concepts, cooperative problem
solving processes when doing physics experiments, and supplement the insufficiency of
equipment in the school.
From a methodological perspective, it is interesting that most of the researchers in this
direction used descriptive research methods to report students experiences in using
virtual labs. Data collection methods included survey, student questionnaire, student
observation, and student interview. For example, Rong et al. (2005) designed and
developed a web-based circuit virtual laboratory for undergraduate students who study
engineering courses. The result, which obtained through a survey method, showed up to
95% of students held a positive attitudes towards the system .Another example is
a study conducted by Swan and ODonnell, (2009) to examine students' attitudes
towards virtual laboratories. Students declared that they preferred the use of V-Labs as
an approach to preview the material that they would meet in the traditional laboratories.
Users expressed positive attitudes toward the virtual laboratories.
25

2.2.4.4.3. Viability as a communication and remote tool
A number of researches (eight studies) examined the usability of a V-Lab as a tool for
communications and remote collaboration, such as collaborative access to data, in
addition to performing experiments remotely. Cheng et al. (2002) presented a remotely
controlled experiment that allowed undergraduate learners to access the university
website and conduct an experiment. The findings of the study confirmed students
positive feedback on the proposed power electronics V-Lab. In this context, the study
conducted by Carnevali and Buttazzo (2003) investigated remote users with access to
internet connection to run real-time experiments available in the virtual laboratory and
interact with the system using a simple and intuitive graphical interface. In addition,
Koretsky et al. (2008) utilized the V-Lab as a remote facility at the university. The
laboratory was designed to allow students to engage more fully in certain aspects of the
experimental design process. Specifically, the experimental strategy, the analysis and
interpretation of data and the iterative process of redesign were addressed. These
aspects required a higher level of cognitive skills. The simulation of the CVD reactor
was based on fundamental principles of mass transfer and chemical reaction. The
software application included a 3D-student client that simulates a clean room
environment. Lawson and Stackpole (2006) displayed the positive results of the study
as broadening both the instructors and students experience with alternative delivery
options and suggested offering the virtual experience on a continuing basis as an option
to the traditional format. As curricula expand and enrollment increases in networking
and systems administration, such programs potentially provide a cost-effective solution
to resolve budgetary and space constraints. A virtual online environment can be used to
expand limited laboratory resources and to reduce costs without a negative impact on
student learning experience. The application of online and virtual technology in
laboratory-based courses may extend accessibility of laboratory resources to traditional
on-campus students, and facilitate access to the curriculum for remote learners
previously excluded for geographic reasons. Leitner and Cane (2005) provided distancelearning students with a remote laboratory experience that replicated key aspects of the
traditional, on-campus laboratory environment to the maximum possible extent,
providing distance-learning students with an effective and satisfying laboratory
experience. An Internet-connected, client/server environment was developed that could
26

perform operations of arbitrary scope under the control of remote users. Li et al. (2009)
presented a Virtual Computing Lab (VCL), which used the centralized remote lab
approach more flexibly and efficiently. It provided the faculty and students with daily
remote access to various operating systems and applications from anywhere across
campus and beyond. The decentralized V-Lab approach enabled students to complete
the hands-on exercises on their own computers. The setup and maintenance costs are
very low.
With regard to the communication aspect, Steidley and Bachnak (2005) presented
a virtual laboratory environment and a prototype experiment that allowed students to
perform experiments from remote locations using a web browser. The system served as
a communication tool between students and instructors, allowed for secure access of
students to experiments, and let them control the view of web pages individually.
Noguez et al. (2007) introduced a virtual (simulated) laboratory where participants were
able to train and compete. The chosen communication model allowed interaction among
participants and observers in a distributed competition. Preliminary experiments showed
that the environment motivated and improved students' learning. The results showed
that students who were engaged in the competitions, had higher grades in a post-test
related to the relevant concepts exercised in the experiments.
2.2.4.4.4. Models of Virtual Labs
According to the previous analysis, it was clear that, the literature deals with V-Lab
models in three forms, i.e. immersion-based or non-immersion-based (desktop-based)
VR, or remotely distributed. In detail, the author distinguished two main types: labs
based on simulations and labs based on real hardware equipment.
Another classification was identified; one depends on 2D-simulations or interfaces,
while the other deals with 3D-simulations or interfaces. Results showed that 27.7% of
the studies based on 3D versus 72.2% based on 2D. In detail, the author distinguished
two main types: labs based on simulators and labs based on real hardware equipment.
Numerous models of V-Lab projects in many fields and specifically in education have
been published. Rice et al. (1999) provided a model for a V-Lab in which students could
replace the need to work in real laboratories on campus, which are often overcrowded.
Students engaged in a V-Lab online through a website. Poindexter and Heck (1999)
described V-Lab as sophisticated interactive demos and proposed them as a good
27

substitute for physics labs in case that electronic lab material is accompanied by
animation. In relation to science laboratories and safety training, Bell and Fogler (1999)
described a set of safety rules based upon the criteria of lab situations, potential
consequences, and adaptability to a virtual reality environment; the rules related to
safety glasses, compressed gas cylinders, as well as storing and segregating chemicals.
A VR-based laboratory via a web site was used where different versions of VRML
simulation and several formats of executable programs were available for download.
They also presented detailed descriptions and information regarding each rule and
additional safety related information. The findings showed that remote users could
connect through the internet to run real-time experiments available in the V-Lab and
interact with the system using a simple and intuitive graphical interface successfully.
An example of a 2D-based model is the commercially available online 2D-V-Lab in
Biology presented by Scheckler (2003) which hosts interactive exercises coordinated
with a popular introductory textbook. The web site is password protected but can be
reviewed via a free three-day sample subscription. The simulations were developed so
that, many of the exercises could be done in a lab situation to allow students to observe
and make conclusions.
Several examples of 3D-based models could be identified. A V-Lab prototype for
molecular science was presented by Gerval (2005) through a virtual reality application
in the form of electronics virtual experiments on circuit design and simulation. The
researcher offered virtual components (resistors, capacitors and transistors) and virtual
electronics equipment (generators and oscilloscopes) described in a standard virtual
reality modeling language (VRML) format. There was a possibility for students to
choose components and build a circuit. Simulation results were displayed on virtual
electronics equipment that was integrated into the simulation. Koretsky et al. (2008)
focused on experimental design using a V-Lab; the authors described the instructional
design, implementation, and assessment of a V-Lab that included simulation of a
chemical vapor deposition process (CVD). The virtual CVD laboratory provided
undergraduate learners with 3D experiences supported by integrated assessment tools to
practice synthesis and apply experimental design in the context similar to that of real
situations in industry. Supporting the physics laboratories in curriculum was an
important aim to enhance students' learning. The findings of the study showed that
28

students perceived V-Lab as a more effective learning medium compared to the
traditional physical laboratories, and developed higher order thinking skills as well.
On the other hand, there is another form of V-Lab that depends on remotely controlled
experiments. Cheng et al. (2002) developed a virtual power electronics laboratory
(VPEL) to integrate the laboratory class with the internet. A remotely controlled
experiment allows undergraduate learners to access the university website and conduct
an experiment. Whereas the experiment was conducted in the laboratory, it could be
controlled through the internet only in a remote manner. An online lab sheet was
provided for downloading or printing out. The user was able to conduct the experiment
by following the procedure of the lab sheet. The data and experimental results can be
sent back to the students online. The experimental rig can also be monitored through a
web-camera system. The real experiment provided the learners with a sense of practical
testing; the development of the V-Lab was based on the lab view. Students' feedback on
the proposed power electronics virtual laboratory was positive.
Conclusion
In conclusion, as shown in figure 6, the author summarizes the various settings in which
past research on V-Labs had been conducted.
Figure 6 Scientific disciplines addressed by V-Lab
29

In general, the majority of the previous studies were carried out in university settings
(94.4%), followed by secondary schools (5.6%). In addition, the results suggest that,
past research on V-Lab had been carried out in the following four different disciplines:
engineering and computing (44.4%; e.g. electronics, information technology, computer
sciences), natural sciences (27.7%; e.g. chemistry, physics and biology), medicine and
health sciences (13.8%; e.g. surgical simulator, fitness), and psychology (5.5%; e.g.,
research methods).
2.2.5 Discussion and conclusion
The following summary is a review of previous empirical studies which was an openended search process regarding the use of the virtual lab in educational situations. The
analyzed studies were published in journals and conference proceedings covering the
period until the end of 2009. The review process is not only helping researchers to
identify the existing research topics, research methodologies, and usage of virtual labs
in educational settings, but also suggesting directions for future research.
1. Majority of emerged results suggest that students learning is enhanced through
using virtual labs. Results also suggested that previous studies that examined
students learning appeared to focus on two types of Gagnes (1985) learning
outcomes: knowledge and skills. With regard to the previous, eighteen of the thirtysix studies dealt with learning outcomes, in particular the learning of engineering,
computing and science themes. In this concern, Poindexter and Heck (1999) and
Scheckler (2003), reported that teaching goals must govern use of technology
especially virtual labs. Internet-delivered digital tools and V-Lab as interactive
demos were used in developmental biology classes and a good substitute for
physics labs, respectively, and these tools were able to fulfill a great range of
teaching goals.
2. Concerning research methodology, most studies employed the descriptive approach
of empirical research. This finding supports Cohen, et al. (2007, 205) argument that
educational research focuses on research situations, in addition to topics, events,
beliefs, and attitudes, or trends that are developing. Another reason for conducting
descriptive research is that it can be done more easily assuming the answer
educational questions situated in varied contexts.
30

3. The most common data collection method used was the questionnaire-based
research. The reason might be due the ability to administer online surveys and
questionnaires to collect data from a large group of participants easily compared to
other methods.
4. The literature review explored the idea that V-Labs could be used within various
pedagogical approaches and may play important roles in the science laboratory
instruction either in classroom or at a distance. The environments for implementing
V-Labs depend on simulations, giving students the opportunity to observe and
interact with an almost real world experience. V-Lab is potentially useful for
replacing real labs by simulating them in cases, which are impractical, expensive,
impossible, or too dangerous to run - or to access data in a safety way. Contribution
of V-Lab to a conceptual change is possible as well as providing open-ended
experiences and additional tools for scientific inquiry and problem solving.
Additionally, the economic aspect may be found as an important issue.
5. There are several V-Labs on the web, mainly developed in university research labs,
which either offer specific controlled experiments on automated devices or
simulating experiments.
6. Most of reviewed studies were conducted in engineering and computer science
disciplines within university settings. Until now, research on virtual labs has been
most frequently carried out on electronics themes and in computer disciplines.
7. In general, the majority of studies showed that students like using V-Lab because
they enjoy the ability to interact freely, and receiving simulated experiences
especially when 3D graphics were incorporated.
2.2.6 Limitations of previous empirical studies

Previous studies did not report effect sizes (measure of the strength of the relationship
between two variables) in the results or discussion sections, except for the study
carried out by Mtrailler, et al. (2008). The APA Task Force emphasized that
researchers should provide some effect size estimate such as Cohens d when reporting
p value since reporting and interpreting effect sizes is essential to high-quality
research. It is important to identify if the sample size is making a difference in the
31

results. Therefore, reporting effect size allows a researcher to review the importance of
the differences present between groups, accordingly increasing the capability of the
researcher to review the practical significance of the results (Cohen et al., 2007, 520521). For example, none of the studies that used interviews as a means to collect data
on V-Lab usage reported measures of validity such as participants checking.
Another limitation is that an enormous majority of the descriptive research studies
(72%) based their findings on participants' self-reported data, such as interviews and
questionnaire surveys, on issues of design and the development process. A related
issue of previous studies is that only a few number of studies dealt with the
effectiveness or impact of V-Lab, which could examine and compare learning
outcomes, attitudes, and interaction aspects on an experimental level and what is
considered important in research methodology.
2.2.7 Suggestions for future research
When analyzing this review it has been noticed that, although there have been an
increasing number of published papers describing V-Lab applications, there have been
few studies which dealt with evaluations of the educational impact and effectiveness,
e.g. examining the instructional value of V-Lab. Subsequently, the author suggest that
future research should continue to investigate the impact or effectiveness of V-Lab
environments on students learning performance, especially on their higher order
cognitive abilities, problem solving and science process skills. Additionally, future
studies should investigate human factors as one of the learning environment, such as
the learners individual differences, learning styles, preferences in learning
visual/audio materials, etc.
There is also a need for more research examining the unique attributes of V-Labs, the
design and development process. One particularly interesting aspect of a V-Lab is the
opportunity for students to be immersed in the 3D learning content when it is
necessary and have a context to really interact with the objects in that environment.
The use of 3D virtual labs is an emerging trend.
The author suggests that the success of V-Lab implementation in education, especially
science, depends on how it could be incorporated into curricula and how to use it
appropriately. The most appropriate use of virtual environments seems to be
32

a supplementary tool for classroom and science laboratory instruction, as they offer
inquiry environments and cognitive tools to develop learning and apply problemsolving skills.
The author believes that this review would be valuable for researchers who continue to
build knowledge to use V-Labs for educational purposes in general, and in elementary
and secondary school settings, in particular.
2.3. Three dimension (3D) graphic and learning process
Three-dimensional (3D) environments have the capability of becoming a significant
means to engage the learner within a meaningful situation to a greater range than
traditional interactive multimedia environments. 3D graphics can make web page
designs attractive, and therefore attract attention (Kamsin, 2007, 126-132).
Visualization, as an important aspect of 3D environments, offers a method for seeing
the unseen; it is the process of transforming information into visual form. Additionally,
it aims to enhance understanding of concepts and processes, and is an effective
presentation of significant features. Ross and Aukstakalnis (1993, 5-12) proposed
several scenarios whereby virtual reality technologies could be used to increase visual
abilities, including recommendations related to increasing a students' ability for
visualization, and spatial orientation, including not only the static, but also the dynamic
relationships between the user and environment.
According to Strangman et al., (2003, 2) computer simulations are computergenerated versions of real-world objects (for example, chemical molecules) or
processes (for example, biological decay). They may be presented in 2-dimensional,
text-driven formats, or, increasingly, threedimensional, multimedia formats. Computer
simulations can take many different forms, ranging from computer renderings of threedimensional geometric shapes to highly interactive, computerized laboratory
experiments.
Three-dimensional interfaces are used to submerge a user into an interactive situation.
This type of interface makes it easier to understand information by using perception,
sight, and possibly sound to present information. 3D interfaces are an effective means to
illustrate spatial relationships. These interfaces can also offer exploration and help
33

participants imagine in active environments. (Encyclopedia of Educational Technology,
2007, 3-18; Chittaro, L. 2005, 3-18). 3D graphic experiences can offer an advantage
over more traditional instructional experiences, at least within certain contexts. Ainge
(1996, 345-369) indicated that, providing the opportunity to build and explore 3D solids
with a desktop virtual reality program would help develop the ability to recognize 3D
shapes in certain contexts; the eagerness of students to learn was high during the course
of the study.
3D environment can also enable students to explore places that cannot be physically
visited. In this context, Alberti, et al. (1998, 104-110) described an environment
modeled on a historic theatre in Italy; the aim was to allow students to explore historical
events in an attractive way. Bergerud (2008, 10) reported that there have been two
phenomena, interactive three-dimensional (i3D) and simulation based learning (SBL),
which have been recently used to supplement traditional methods. This type of learning
is important to present content to students through visualization. For example, students
can virtually learn a maintenance sequence instead of undertaking real training, offering
students more safety. Educators could learn how to combine 3D technologies with
traditional educational methods and curriculum training, creating immersive
environments. The author aimed to ensure that the benefits that enable learners to make
use of SBL solutions supported by 3D technology, promoting capabilities for creating
interactive training applications for instruction, practice and assessment. Gervasi et al.
(2004, 717-726) dealt with objects in the virtual reality environment, which promote
and augment the experiment by virtually exploring, as well as practicing theory for
teaching in laboratory. The virtual experiments were presented as pre- and postlaboratory assistance for the learners, additionally providing opportunities for them to
visualize, use and interact, and thus support learning.
Previous studies have also described a framework, authoring tools, and web-based runtime environments that support the creation of training scenarios using reusable 3D
components. These 3D components were designed to promote reuse at several levels. In
addition, such software tools were used to develop prototype lessons in foreign
languages and cultural familiarization. These lessons included simulations in which
student interacted with the restricted inhabitants of a foreign culture in authentic
situations, using both English and the local dialect (Sims, 2007, 75-92).
34

Brenton et al. (2007, 32-53) gave an overview of the methods used to teach anatomy to
undergraduate medical students using 3D computer models. This project developed two
web3D resources used to enhance undergraduate instruction of 'the nervous system'.
The first resource was a 3D model of the adult brachial plexus. The second was a piece
of online courseware that taught the embryological development of the brachial plexus.
Furthermore, the authors discussed how the web3D technologies could be used to
support anatomy teaching for undergraduate medical students and explained the use of
3D models to enhance undergraduate educational programs. The emphasis was also on a
collaborative environment that allows both the teacher and students to manipulate 3D
models via the web. Adamo-Villani et al. (2006, 1-5) described the development of a
new photorealistic, interactive 3D lab for undergraduate students in microcontroller
technology using 3D realistic learning environments, which contained realist
perspectives, lights and motion, rotation and point of view. Making the Virtual Lab an
immersive learning environment that helps students acquire new skills was tried.
With a clear education-research driven focus, Koehler and Scheuermann (2006, 548551) indicated that the application of 3D environments in classroom education can
provide an opportunity for students in schools to explore real life problems in an
interactive environment, so that, social awareness through the exploration of events and
consequences could be developed. Technological abilities of 3D virtual environments
from an educational perspective using (VE) technology were explored. The
manipulation of street crimes issue involved a 3D interactive simulation in the form of a
game, where participants develop solutions for associating citizenship with the
curriculum through lifelong learning. The game allowed students to deal with situations
applicable to street crime through a role-playing technique. The authors produced a
software package that involved an interactive simulation, a set up for teacher training,
and models for the development of virtual environments as a tool to enhance learning
and teaching strategies.
As synopsis, a summarizing the above analysis of literature according to the focus of
each study has been suggested (see table 5):
35

Table 5 summarizes the literature analysis according to the focus of each study
Year
1996
1998
2008
2001
2007
Researchers
Ainge
Alberti et al.
Bergerud
Gervasi et al.
Brenton
2006
Khler &
Scheuermann
Adamo-Villani et al.
2006
Concern
Recognize 3D-shapes
Historic theatre
3D-SBL
The objects visualization
Undergraduate tuition of the
nervous system
3D-interactive simulation in
form of a game
3D-modeling and animation
Research Design/Type
Descriptive
Descriptive
Descriptive
Descriptive
Descriptive/Developmental
Developmental/Experimental
Descriptive/Developmental
Conclusion
In conclusion, integrating 3D features appears to be a promising technology for learning
process and offers many benefits for knowledge acquisition. 3D enables difficult
learning through the utilization of environmental stimuli similar to real world settings.
Additionally, it encourages users to learn by providing educational resources that are
stimulating, attractive, and easy-to-use. The utilization of these technologies, including
animation tools, should be controlled by learning styles, and instruction.
2.4. The Concepts and Science Process Skills in Science Education

2.4.1. Introduction
Scientific concepts and science process skills are central components in science
education. Textbooks are one of the major sources that help students to acquire
knowledge on the learning process. In addition, they serve as clear primary source of
curricula for teachers when used as content-based science education, especially for
concepts that are considered as central elements for knowledge acquisition (Irez, 2009,
422-447).
2.4.2. Scientific concepts
Many of the scientific references revealed that scientific concepts are the foundation for
constructing principles and scientific laws. Therefore, scientific concepts have a basic
role in facilitating learners acquisition of knowledge. Studies recommend that scientific
concepts should be presented in a way to allow learners to recognize relationships, link
36

new concepts to previously taught ones, and to employ concepts in new settings in order
to improve the learning process (Egyptian Ministry of Education, 2003, 68).
Studies about students conceptual understanding illustrate that most misconceptions are
due to individuals interactions with their surroundings in an effort to understand and
interpret the events taking place around them (Driver and Easley, 1978, 61-84).
Therefore, it is important to identify precisely students thoughts about scientific
concepts before attending a science class. This process is necessary in order to decide
and arrange relevant teaching strategies necessary for restructuring learners
preconceived
non-scientific
ideas.
Additionally,
studies
outline
that
some
misconceptions arise from the language used by teachers or textbooks during

explanations of topics containing abstract concepts (Wandersee, J. et. al, 1994, 177210).
2.4.2.1. Concept Definition
A concept is a set of specific objects, symbols, or events that are grouped together based
on joint characteristics, and is defined by particular name or symbol (Merrill et al. 1992,
6). Using the framework of this definition, Allagany and Algmal (1999, 7) explains that
the concept represents abstraction either via a word or via a symbol; the concept
involves a group of things or types which are characterized through shared features, in
addition to grouping certain categories under a common concept.
2.4.2.2. Graphic Organizers and Concept Understanding
Graphic organizers offer visual illustrations that encourage students to extract and
represent key details in the texts, such as sequences, causes, and effects. Whereas
several types of graphic organizers exist, the concept map is mainly a useful graphic as
it is most broadly applied in science instruction to provide students with the opportunity
to explain the relationship between concepts, which may assist in better understanding
of science concepts (Oliver, 2009, 402-414; Birbili, 2006). Students can use concept
maps, which represent a specific type of graphic organizer, through visual means to
understand text structures and gain better comprehension. Students are able to illustrate
different relationships among concepts via specific linking tools. The philosophy of
creating concept maps depends on a partial area of knowledge that can be selected to
gradually map considerable relationships among concepts (Novak and Gowin 1984, 15;
37

Beyerbach and Smith, 1990, 961-971; Mayer, 1991; Mohamed, Z., 1997, 171; Chiu, et
al., 2000, 17-25).
Chang et al. (2002, 5-23) compared three methods of concept mapping based on the
textual comprehension and summarization abilities of fifth grade students across seven
science readings. Groups were provided with different types of concept maps, beginning
with an expert map containing only concepts and links, where students were expected to
interpret these relationships and arrive at an interpretation of the overall structure. In
contrast, a separate group, the map correction group, was not provided the concepts and
links, but rather the complete structure. Textual comprehension and summarization
ability scores were significantly higher for the map correction group than groups that
received other versions. Consequently, the ability of the experimental group was greater
than the control.
Combining computer-assisted learning with concept maps in a learning strategy is an
interesting approach. It directs students to analyze, complete, and build concept maps
actively and positively. Computer-based concept mapping helps learners to easily build
concept maps and facilitate the visualization of correlated elements. The use of
computerized maps also increases students' motivation to learn (Anderson-Inman and
Zeitz, 1993, 611, Novak and Gowin, 1984).
2.4.2.3. Conclusion
Concept maps play an important role in learning science concepts. They are central
content for understanding scientific concepts. Creating and completing computer-based
concept maps could present an attractive method in the proposed E-learning programs.
Computer-based concept maps are more easily understood due to the fact that, all
relationships among concepts can be viewed clearly. They could be established or
completed easily, as computerized maps provide a better view of map components.
Furthermore, they provide students with sufficient understanding for interactively
science knowledge acquisition.
38

2.4.3. Science process skills
2.4.3.1. Introduction
The term science process skills has multiple meanings, including, but not limited, to
a series of complex mental processes that are in accordance with a sequence specific to
the learner. In exercises of scientific fact, the phenomenon, which contains the
consistent processes of science such as observation and inference, also includes inquiry
and building explanations and interpreting experimentation. The American Association
for the Advancement of Science (AAAS) developed this term between 1963 and 1974,
as it searched for a method to change the emphasis of science instruction on a body of
knowledge to be mastered, to science educational program that would mimic methods
actually employed by scientists (AAAS, 1975). Science process skills can be defined as
a set of skills that are reflective of the behavior of scientists, that are appropriate to
many scientific fields, and that are broadly transferable to other situations (Padilla,
1990). Research suggests that science process skills may be one of the most significant
tools for producing and arranging information about the surrounding world (Ostlund,
1998, 1-8; Barnes, 1999).
Numerous studies have focused on teaching and acquisition of basic process skills.
Harlen (1999, 129-144) discussed the importance of assessing science process skills,
arguing that they should be applied and used in the context of science. While science
process skills as means for understanding science can be assessed, they are also a major
goal for science education, since those skills are not only needed by scientists, but also
by every citizen. In order to become a scientifically educated person who is able to act
in a society, science has to play a major role and impact on everyones personal, social,
and global life. Because these skills are an essential part of human development, science
learning has to engage students in activities that require higher cognitive levels (Papert,
1996).
Students views on science and its processes develop over time and may be directed and
influenced by a diversity of factors such as school, home, media and technology. Such
views, which are all, part of the students knowledge foundation, are criteria of students'
knowledge, their process of knowing and their understanding of how ideas are formed.
The personal nature of students knowledge has a significant impact on their learning
39

and is considered important for teaching and learning approaches (Chittleborough et al.
2005, 198).
Padilla (1990) defined science process skills as transferable abilities, appropriate to
many science disciplines, and reflective of the behavior of scientists. The author
clarified that science processing includes both fundamental and integrated skills, which
are to be acquired scientifically.
2.4.3.2. Taxonomy of science process skills
There are different viewpoints related to the taxonomy of science process skills,
Charlesworth and Lind (1995) categorized science process skills into basic,
intermediate, and advanced levels. The basic process skills provide a base for more
complex skills and are appropriate developmentally for young learners in an elementary
science classroom (Meador, 2003, 25-29).
These
skills
include
observation,
inference,
classification,
measurement,
communication, and prediction. It is evident that, not all students will become practicing
scientists, but there is a desire to instill scientific attitudes that are favorable for all
individuals. Children can acquire those skills by engaging in process skills, which will
help them become problem solvers and capable to apply these skills in real-world
contexts. Educators have promoted the use of process skills in science classrooms over
thirty years based on strong research and science education documentation (such as
National Science Education Standards) that supports teaching of these fundamental
skills (Haury, 2002). Classroom studies on scientific reasoning have centered on the
basic and integrated science process skills where many researchers have focused their
attention on these skills over the past three decades (e.g. Germann and Aram, 1996,
773-798; Rainford, 1997). The basic science process skills (BSPS) provide the
intellectual groundwork for scientific inquiry, such as the ability to order and describe
natural objects and events. Examples of the BSPS are observing, classifying, measuring
and predicting. The BSPS are the prerequisites for the integrated process skills. The
ability to use BSPS is attributed to the ability to perform empirical-inductive reasoning
or Piagetian concrete operational reasoning (Ali, 2001, 97-107; Germann and Aram,
1996). The literature on BSPS presents six basic science process skills (Padilla, 1990;
Rezba, et al. 1999; Yockey, 2001; Rezba, 2002) including:
40
Observation
Students observe using their senses to gather information about objects or events. This
is the most fundamental of all the process skills and the primary approach through
which students obtain information. For example, a student could describe a test tube as
round, and transparent. Students can also use scientific instruments to aid in their
observations such as thermometers, rulers, and balances.
Communication
Communication can take many forms including using words, actions, or graphic
symbols to describe an action or event. It needs students to use information that they
have gathered from observations.
Inference
Making inferences involves using proof to explain events that have taken place or things
that have been observed. It is important to help students to distinguish between their
observation and inferences. For example, students may observe water vapor and
conclude the physical change in the state of water. They may observe the size, shape,
and direction of movement, but when starting provides explanations for these
observations, they are then making inferences. For example, students may infer that the
change of water from one state to another is a physical change when observing water
vapor coming out from the beaker, which is able to condense and convert again to water
droplets.
Classification
Classification involves setting objects in groups according to some ordinary
characteristic. Students could be encouraged to develop this skill by asking them to
group or arrange objects according to their observed properties. For example, students
are able to sort a collection of lab tools into different groups, i.e. measuring tools,
heating tools, warning symbols, or to any other group according to observable
characteristic.
Measurement
Measuring consists of using both standard and nonstandard measures to explain the
dimensions of a tool, as in, identifying length, volume, and mass according to the ability of
the instrument.
41

Prediction
In making predictions, students suggest the outcome of a future event using
observations and previous discoveries. Since predictions are best guesses based on
available information, the more information students have, the more accurate their
predictions can become. Additionally, this provides the rationale for predictions.
2.4.3.3. Technology and science process skills
The majority of prior literature demonstrated that, students allowed to utilize

technology, especially computer-based learning, proved positive results in respect to
achievement and science process skills, in comparison to students in a control group.
Lazarowitz and Huppert (1993) found that, students attained significantly higher scores
on the academic achievement by means of computer-assisted learning environments.
Nakhleh and Krajcik (1993) revealed that, students used a computer interface showed
more meaningful conceptual knowledge. Additionally, students were able to link the
observed phenomena to their prior knowledge. In this cotext, Huppert et al. (2002)
explored the effect of using technology to teach science process skills. The results
indicated that simulated activities had a positive effect on students of the experimental
group, who performed better than those in the control group. The higher the cognitive
operational stage presented, the higher students accomplishment was. Simulations
enabled students, with low reasoning abilities, to effectively deal with learning concepts
and principles in science that require high-level cognitive skills. Yang and Heh (2007)
explored the effect of internet V-physics laboratory (IVPL) instruction on tenth grade
students' academic achievement levels in physics, performance of science process skills,
and computer attitudes, in comparison to traditional laboratory instruction. The results
indicated that, computer-based learning facilitated students' academic achievement and
acquisition of science process skills in physics. Clarke (2010) confirmed that using
technology as a learning tool has significant value because such techniques increased
content knowledge and process skills. The results of the study showed that 75% of
participants' content knowledge was augmented by the introduction of technology,
while 55% stated that science process skills acquisition increased.
42

2.4.3.4. Conclusion
Science process skills cannot be separated from the practice of science because they
play a key role in both formal and informal science learning. Science process skills are
not only important for understanding science, but also for professions in science, and
development of life skills. Mastery of science process skills enables students to deeply
understand science subjects. Furthermore, science process skills provide students with
sufficient understanding for acquiring scientific knowledge. In respect to employing
technology in developing science process skills, the reviewed studies focused on the
result of learning not on how students acquired skills in such learning environments.
2.5. Research hypotheses
A research hypothesis reflects a prediction of the result of the current study. According
to the results of investigated previous literature, the following research hypotheses
could be identified:
H1. There is a significant difference, in terms of students' conceptual

understanding, between students who are exposed to the Virtual Lab
environment and those who experienced traditional instruction.
H2. There is a significant difference, in terms of students' science process skills,

between students who are exposed to the Virtual Lab environment and those
who experienced traditional instruction.
H0. There is no significant difference, in terms of students' science process skills,

with regards to gender.
H3. There is a significant difference, in terms of students' conceptual

understanding, throughout the duration of the experiment, particularly in the preand post-tests.

throughout the duration of the experiment, particularly in the pre- and post-tests.
2.6. What research is necessary to go forward?

Most of the studies which employed web based learning, especially Virtual Labs for
teaching and science education were set in a university environment (Poindexter and
43

Heck, (1999); Koretsky, M. D. et al. (2008); Dalgarno, et al., (2009); Hatherly, et al.
(2009); Marchevsky et al. (2003), while there are very few studies on the use of this
technique at the high-school level, for example, (Yang and Heh, (2007). The majority of
the literature survey results suggest that students learning is enhanced through the use
of Virtual Labs. Studies indicate that the V-Lab may play important roles in the
classroom and for laboratory science instruction, which can take place either in
classroom or at a distance.
The current study was not able to detect any studies dealing with implementation of
Virtual Labs in primary schools, in spite of V-Labs is fundamental for preparing and
encouraging students and developing their understanding of science through central
scientific concepts and science processing skills.
Reinforcing V-Lab using 3D animations is a central aspect of increasing students'
comprehension due to enhancing levels of motivation, and hence their engagement with
such technology during the instructional process. 3D animations could be used as a
means to support learning with regard to effective learning activities.
The current study expects that a simulated V-Lab, including 3D animations and
interactive activities, can be used in limited-time lessons and in cases that the traditional
lab recourses might not be available. Additionally, these tools can help to construct
a simulated strategy for preparing and developing science process skills, which are
considered a major factor in students' comprehension of natural science.
The designed science V-Lab will not act as a substitute for hands on experience, but
rather contribute to preparation and act as a tool for practicing and acquiring basic
science processing skills.
44
Design of a Web-Based Virtual Lab as a Research Environment
3. Design of a Web-Based Virtual Lab as a Research Environment

3.1. Introduction
The web-based Virtual Lab is a virtual experiment able to provide simulated learning
environment via internet. The learning environment for V-labs is structured using the
instructional design model for Dick et al., (2001) "Analysis, Design, Development,
Implementation, and Evaluation (ADDIE) which is considered one of the important
models for instructional system design. This chapter discusses the process of applying
instructional design principles of ADDIE Model to develop learning activities.
3.2. The Instructional Design
Instructional design model is a systematic approach used for the development of
targeted learning programs to meet the needs of learners. The ADDIE model (figure 7)
for instructional systems design (ISD) is a common model for the foundation of most
ISD models in use at present (Peterson, 2003, 227-241). V-Lab environment is
established to focus on some scientific concepts and science process skills for 4th grade
students. The researcher implemented ADDIE model to ensure that students will
perform learning activities effectively to improve their knowledge and science process
skills relative to learners who use a Virtual Lab environment. Figure 8 describes each
phase of the instructional design procedure.
Figure 7 ADDIE model
45
3.2.1. First Phase: The Analysis

Needs analysis of the targeted learners includes an assessment of the content of
learners knowledge: what they want to learn and why they need to learn. In addition,
extracting basic concepts, sub concepts for laboratory activities, as well as detecting the
relationships between concepts, and arranging them in a hierarchical structure. The
analysis phase takes characteristics of learners needs and views of experts into account.
To achieve the objective of the analysis phase, the researcher calculated reliability and
validity of concepts statistically. For validity standard, the concept list was presented to
science education specialist to check each concept in light of accuracy, clarity and
arrangement. The factor of reliability between these views depended on the results of
calculations made using Holsti equation (1968). The first analysis included 21 concepts,
while the next analysis included 18 concepts. The overall reliability of the analysis was
91.7%, as shown in table 6, which is considered high-level reliability.
In general, the analysis stage considered the following artifacts and procedures:
Defining main learning goals and the behavioral objectives for main concepts and
science process skills;
Identifying learners needs and experts views;
Extracting concepts and science checklist for developing science process skills;
Conducting statistical analysis for validity and reliability.
Table 6 Reliability of the overall concepts analysis
1st Analysis
21
2nd Analysis
18
Reliability
91.7
46
Analysis
- Identify learners' needs and characteristics
- Identify learning goals and objectives
- Prepare concept list
- Develop science checklist
- Evaluate each step
Design
- Craft learning and performance objectives
- List and organize learning activities
- Identify instructional strategies
- Identify suitable graphics
- Determine the appropriate interactions
- Create web site outline
Proposed Instructional
Model for V-Lab
Environment
Development
- Choose delivery system
- Construct 3D models (cinema4D),
Designing simulations (Flash),
synthesize web site, Java (test)
- Apply graphic organizers
- Review existing material
Implementation
Identify instruction and practices
Conduct pilot study
Check implementation
Correct the mistaks
Utilize instructional materials
Evaluation
- Analysis problems
- Measure outcomes
- Conduct formative evaluation
(Online interview, evaluation form)
- Conduct summative evaluation
Figure 8 Proposed instructional model for V-Lab environment
3.2.1.1. The concepts list

The concept list of laboratory was analyzed and extracted. Developing a concept map
was conducted by putting each main concept in the centre of the map, then linking sub
concepts related to a main concept. Figures 9, 10, and 11 represent concepts maps for
laboratory tools, laboratory warning symbols, and matter, respectively. For better
understanding, animated graphic was performed because students of this age
communicate their information better through graphics and symbols.
47
Figure 9 Basic concepts for lab tools
Figure 10 Basic concepts for laboratory warning signs
48
Figure 11 Basic concepts for Matter
3.2.1.2. Science Process Skills

Development of science process skills is required within the procedures of
understanding science basic knowledge, providing basics and scientific thinking skills
to perform lab activities in a scientific way. The analysis and extraction of science
checklist related to lab tools, warning symbols, and Matter would help in
developing science process skills as follows.
Based on the researcher's personal experience; interviews with selected in-service
teachers, 4th grade science textbook, literature, and reviewing commonly used
laboratory manuals related to science instruction, the initial list was developed. The
respondents included practicing teachers, pre-service teachers and specialists in
university. The process skills survey included 13 items. Additional skills were also
requested from respondents.
49
Participants were asked to evaluate each process skill using Likert scale: (3- Essential,
2- high priority, 1- beneficial to know, 0- not necessary to know). Arithmetic means
and variance (pooled samples) were calculated, taking into consideration the variation in
number of responses to each item. Skills are placed in ranking order of importance from
most to least important. Based on survey responses, a mean response score of 2.0 was
used for the division point, as shown in table 7 and appendix (G). The final list has been
explained as follow.
Table 7 Science checklist and development of science process skills
Science endeavors
Revealing general knowledge of main lab tools and
warning symbols.
Recognizing "matter" concept.
Distinguishing between observations and inferences
for matter topic.
Classifying main lab tools in categories.
Constructing and using diagrams and graphs.
Specifying accurate tool which could be used for
accurate measurement.
Predicting the results for a proposed lab test or setup.
Using a microscope to perform a requested task.
Recognizing density of different substances based on
volume and mass.
Total
Mean Variance
respondents
21
2.83
0.08
20
21
2.76
2.67
0.13
0.18
21
19
2.56
2.18
0.25
0.27
21
2.03
0.29
20
21
21
2.01
1.96
1.78
0.30
0.31
0.36
3.2.1.3. Learning Goals and Learning Objectives

Learning goals and learning objectives were identified according to students' learning
outcomes. Additionally, formulating goals and objectives would help to select activities
necessary for improving learning process and students' experiences. The learning goals
for the program are statements of what students should be able to do successfully after
finishing the program.
By the end of the program, each student should be able to:
Differentiate between basic laboratory tools.
Be aware of warning symbols in the lab.
Explore the "matter" concept.
Apply science process skills.
Reason science process skills.
Develop science process skills through science activities.
50
In the present study, the researcher used Bloom's taxonomy of educational objectives.
A learning objective describes what students should be able to do at the end of the
program (they could not do before) (Bloom et al., 1956). The developed learning
objectives concerning conceptual understanding and use science process skills are
included in Appendix (E). With respect to understanding science concepts, the
researcher focused on the first four levels of Bloom's taxonomy (Knowledge,
Comprehension (understanding), Application, and Analysis). Meanwhile, science
process
skills
involved
basic
skills
(Observation,
Inferring,
Classification,
Measurement, Communication, and Prediction). Concerning the cognitive domain,

knowledge represents the lowest level of objectives that deal with remembering and
recall information; comprehension is occurred throughout conversion of scientific
knowledge into other forms, followed by interpretation (showing interrelationships and
inferring of science knowledge); Application refers to the application of science
concepts, methods, law to existing problems; In terms of analysis, it refers to analyzing
relationships among parts and identifying principles of scientific structure.
3.2.2. Second phase: Design
In the design phase, the organization and presentation of content-based learning should
reflect learning strategies, learning activities, assessments, identification of the suitable
graphics to deliver content types and methods that enable these behaviors. These
educational and technical criteria were identified via a questionnaire that was presented
to educational and technical experts. Appendix (F) includes the questionnaire.
The following steps were carried out:
Selecting and organizing the suitable activities;
Designing an assessment plan;
Identifying suitable graphics and the demonstrations for content types;
Determining the appropriate interactions; and
Creating detailed website outline.
51
Content organization is seen to be a key element that might influence the whole course,
hence the researcher organized the activities in a logic mode. Activities and assessment
were designed in a way to ensure achieving learning objectives. Appendix (D)
illustrates in detail screenshots of simulated activities.
The Virtual Lab activities were integrated into a sequence related to science process
skills. To allow learners to work at their own pace, each one had access to the Virtual
Lab learning procedure described in the following section.
3.2.2.1. Identification of the suitable graphics to teach content types
There are different types of graphics that can help students acquire elements of the
content effectively (Adapted from (Clark, 2008, 58-73)).
Table 8 Types of graphics to teach content types
Content
type
Concepts
Procedure
Process
Description
Groups of objects,
events, or symbols
designated by a single
name.
A series of steps
resulting in
experiment
completion of a task.
A description of how
something works.
Useful graphic
type
Representational
Interpretive
Organizational
Example
Transformational
An animated illustration
of how to perform or an
experiment which could
be done
Animations of how the
lab equipment works
diagrams to Illustrate
experiments.
Transformational
Interpretive
Relational
A tree diagram of
scientific concepts.
Figures ( 8,9, and 10)
Principle
Guidelines that result

in completion of
a task; cause-andeffect relationships.
Transformational
Interpretive
A video showing two

effective approaches
an animation showing
condensation and vapor.
Facts
Unique and isolated

information.
Representational
Organizational
A screen captures of
a vapor a table of parts
names and specifications.
In respect to the previous table, the following table delivers a description for each
graphic type and provides examples relating to lab tools, warning symbols and "matter"
concepts according to the researcher understanding.
52
Table 9 An overview of graphic types and related examples
Graphic Type
Representational
Organizational
Type Description
Example
Visuals that illustrate the 1. Illustration of equipment
Appearance of an object.
or tool.
2. A screen capture to
present a science concept.
Visuals
that
show 1. A concept map
qualitative
relationships 2. A tree diagram.
among content.
Visuals that make abstract 1. Drawings of part structures.

phenomena visible and 2. A series of diagrams that
concrete.
illustrate the process or
principle.
3. Images that show how
a liquid is transformed
through chemical process.
1. An animated demonstration
Transformational Visuals that illustrate
changes in time or over
of a procedure.
space.
2. A video shows how steps
are performed.
3. A time-lapse animation of
progressing.
Interpretative
Reference to table 9, the researcher used the concepts and process types and certain
graphic types such as representational and transformational to deliver such types. The
representation structure for topics and experiments was divided into the following
sections: concepts maps, text boxes, animations, images, audio, and interaction
elements. Every activity has an obvious purpose, it included concepts, developing basic
science process skills, and representing knowledge in a graphic formats.
3.2.3. Third phase: Development
Based on the design phase, the production of learning materials and web-based Virtual
Lab designing and programming were completed in the development phase which
included developing flash and 3D animations files. The Virtual Lab was delivered via
web on standard desktop computer. The platform of the project was based on using
Cinema4D software to build objects, models and textures of the 3D lab components and
to animate their functionality and Flash to provide interaction. This framework was
involved into web-based environment.
53
The researcher made sure that all activities were designed well considering the time,
might be spent by students on each activity. Three students were selected for a trial to
complete some of these activities, and assessments. The researcher used the snapshot
and 3D animations to display the basic lab tools to visual examples and to post these
images and animations on the web page for students benefit.
Virtual Lab environment included many creative activities suited for primary school
students. The features of the proposed virtual science lab shown in figure 12 were
identified as Media-rich graphics and animations, Interactive simulations, which were
presented in the context of science activities, in addition, 3D models, were animated,
more interactive exercises and self-assessment were developed. Virtual Lab was a
distributed environment of simulation and animation tools, intended to perform the
interactive simulation.
V-Lab
Simulation
Graphic organizers
Interactivity
3D Animation
Figure 12 Suggested design structure used in developing the V-Lab
3.2.3.1. Web-based Virtual Lab prototype

A suggested overview of the design was suggested and developed by the researcher
under this URL: www.edu-virtual-lab.com and consisted of the following sections:
Home page: Includes welcome to the Virtual Lab for science, Web site
instructions, and learning objectives;
Main concepts: This section showed concepts maps of common lab tools, lab
warning symbols, and matter;
Animated lab tools: This section showed some 3D animations to illustrate the
primary lab tools and warning symbols;
54
Interactive activities: This section showed interactive activities of science process

skills (SPS) via computer simulation which was integrated with learning
activities, in addition to, concept map activities;
Chat section: it allowed students to communicate either with the teacher or with
classmates;
Quizzes section: This section enabled student to get an online self assessment.
A number of multiple-choice questions were randomly selected from a database.
The screenshots, which gave an overview about the software structure, were explained
in appendix (D).
3.2.4. Forth phase: Implementation
Implementation process concerned the introduction of software. The delivery
environment was prepared for implantation and easily navigation, launching the content
using a learning management system for the online system was completed. Students
followed the directions on the web page to complete organized activities and to share
their reflections. Each activity was designed to build students confidence in using
simulation. Five students as pilot sample demonstrated interest for the use of the
program. Checking the functional implementation was done; additionally, mistakes in
the design and students navigation were also corrected.
3.2.5. Fifth phase: Evaluation
The evaluation phase included formative and summative evaluation. Formative
evaluation aimed to review each phase (analyze, design, develop, implement) to ensure
accuracy. Therefore, Formative evaluation was presented in each stage of the ADDIE
process, whereas summative evaluation consisted of tests designed for learners. The
researcher received feedback, questions, and responses about the web site structure from
learners through online interview as well. Appendix (C) includes the evaluation results
based on questionnaire administrated to specialists (results will be discussed in detail in
chapter four). This review was necessary to correct some mistakes and adjust the ease of
use.
55
The evaluation phase helped the researcher to determine whether students' interaction
with the content was successful and how it could be improved for the next
implementation phase.
56
Research Methods and Procedures
4. Research Methods and Procedures

4.1. Introduction
The purpose of this chapter is to identify the methodology of the study and the methods
used for: (1) data collection, (2) determining reliability and validity of the instruments,
and (3) analyzing data for statistical significance. Moreover, a brief description of the
experimental treatment and procedures is discussed.
4.2. Methodology of the study
According to the aim of the study, the experimental method was used to examine the
impact of web based Virtual Lab (independent variable) on development conceptual
understanding and science process skills (dependent variables). The design of twogroup pre-test/post-test known as the design of the control group (Pre-Test, Post-Test,
Control Group Design; cp. Alasaf, 2003, 316-317) was used in this study, as shown
below.
Figure 13 Experimental research design of the study
According to figure 13, (Ex. G.) refers to experiment group, whereas (Co. G.) refers to
control group, however, (CU-test) refers to conceptual understanding test, and (SPStest) refers to science process skills test. The idea of this design depends on selecting
two groups, the first represents the experimental group, and the other represents the
control group. Study instruments were implemented on both groups beforehand. In
57
order to develop conceptual knowledge and science process skills, both of groups were
examined via evaluative instruments.
4.3. Variables of the study
The current research design depends on the experimental design. The main issue in this
design is to measure the effect of the independent variable on changing dependent
variables.
Table 10 Variables of the study
Independent variable
Web-Based Virtual Lab
Dependent variables
Conceptual Understanding
Science Process Skills
In respect to table 10, independent variable is the web-based Virtual Lab, which is being
tested against dependent variables, i.e. student conceptual understanding, and
development of science process skills.
4.4. Evaluation Instruments
The evaluation instrument used in this study was pre/post-tests. The tests were prepared
by the researcher to evaluate the impact of the web-based V-Lab on development
concepts and science process skills. Selecting the test questions based on three criteria:
(1) questions effectively cover a selection of the academic content standards; (2)
questions demonstrate a range of difficulty, and (3) the released questions reflect all the
cognitions and skills that could be assessed. An initial draft of both instruments was
constructed and given to independent science specialists; their feedback was used to
fine-tune the format and structure of the instruments.
4.4.1. Conceptual Knowledge Test
The conceptual test comprised of items deal with lab tools, warning symbols and matter.
It included an initial set of 15 multiple-choice questions (MCQ), with four answers for
each item. They were selected from various sources: science textboxes, science
encyclopedia and past year examination questions, they were modified when it was
necessary and appropriately. The current level of each question was assessed against the
first four levels (Knowledge, Comprehension, Application, and Analysis) of Blooms
58
taxonomy of educational objectives in the cognitive domain. Esiobu and Soyibo (1995),
as cited in Thompson and Soyibo (2002, 25-35), suggested that, test items which
measure students' understanding of science concepts, should test cognitive levels
beyond comprehension level of Blooms taxonomy. For this reason, the conceptual
understanding test, which was prepared according to basic criteria, was checked to be
sure that the selected questions were appropriate to students level. The number of test
items in different cognitive levels were identified as follow: knowledge level (two
items), comprehension level (five items), application level (two items), and analysis
level (four items). This determination was identified according to relative weights of
program elements, which is shown in table 11.
Table 11 Relative weights of program elements
Program Content
Levels of objectives
Knowledge
Comprehension
Application
Analysis
Total
The relative
weight of
program
Lab tools and

Warning symbols
Matter
54%
--
46%
Relative weight
of the objectives
15.4%
38.5%
15.4%
30.7%
13
100%
The formulation of the 15 MCQ test items was finally checked against experts review.
The conceptual understanding test was applied before and after the implementing VLab.
As a result of the pilot study, two questions were excluded when the actual study was
conducted, since students' (pilot) feedback was negative, either for the difficulty of the
questions, or possible misinterpretations. Another negative feedback was the long time
(30 minutes) allowed for the whole test. Finally a set of 13 items was considered to
assess students understanding of science concepts (with emphasize on lab tools,
warning symbols and matter) to be answered within 20 minutes with a maximum points
of 26.
59
4.4.2. SPS Test

Basic Science process skills Test (BSPST) was prepared by the researcher from
combination of some resources to assess the performance of the basic science process
skills (BSPS) of the students, The test which consisted of 14 MCQ items (with four
possible alternatives), was designed to assess students' science process skills regardless
of content. Two items out of the 14 were devoted for observing, three items for
inferring, three items for classification, three items for measurement, one item for
prediction, and two items for communication questions. The test was allowed to be
answered within 21 minutes with maximum points of 28.
4.4.3. Validity and reliability of measures
4.4.3.1. Construct validity
After completing the preparation of study instruments and constructing test items
(appendices A and B), trustees' validity was established through submitting both
instruments to some science-teaching experts in form of online questionnaires for
reviewing. According to the recommendations of the reviewers, some adjustments
regarding meaning, accuracy, language clarity, and functionality; were made, in
addition to adding/ deleting some items.
4.4.3.2. Construct reliability
Reliability in quantitative research refers to the ability of a measure to produce
consistent results. Unreliable of measures exists if all or the least number of items are
unreliable (Cohen, et al. 2007, 146-148).
Questionnaire data were entered into SPSS, version 16.0, and was checked for accuracy.
Cronbach's alpha used to determine internal reliability for the SPS (14 items) and
understanding science concepts (13 items) tests.
Concerning the conceptual understanding test, Cronbach's alpha was adopted to
examine the reliability of the test considering that 0.7 was identified by Cohen et al.
(2007, 506), to be the minimum acceptable reliability value.
60
Table 12 Reliability coefficient for conceptual understanding and SPS tests
Test
No. of cases
Conceptual
understanding of science 20
concepts
18
Controlled
No. of items
Alpha
13
0.820
14
0.852
Table 12, shows that, the Cronbach's alpha for conceptual understanding test (0.82) as
well as SPS test (0.85) were high, which means that the tests were reliable.
Table 13 Reliabilities of test items for science process skills subscales
Subscales
Observation
Inferring
Measurement
Classification
Communication
Prediction
No. of items
2
3
3
3
2
1
Alpha
0.82
0.86
0.81
0.91
0.87
0.84
As seen in table 13, the Cronbach's alpha measured for test items specified for each
science process subclass was high and ranged from (0.81 to 0.91).
4.4.4. Conclusion
The purpose of previous section was to examine the validity and reliability of the both
study instruments (tests). The two most important aspects of accuracy are reliability and
validity. Reliability refers to the reproduction of a measurement; poor reliability reduces
the precision of a measurement and reduces ability to follow changes in measurements
in experimental studies. On the other hand, validity refers to the degree to which a study
accurately reflects or assesses the specific concept that the researcher is attempting to
measure.
61
4.5. Research of the experiment

The research was designed to examine whether the proposed web-based Virtual Lab
environment can effectively facilitate primary school students studying natural sciences.
The experiment of this research included four parts: sampling, treatment and
procedures, data processing, and analysis.
4.5.1. Sampling
The study was completed in two primary private schools namely: Mansoura College
Language School (MCLS) and Delta International Language School (DILS) located in
Mansoura City, Dakhlia governorate, Egypt. Thirty-five students from (MCLS) were
selected randomly as an experimental group, while the same number was also selected
randomly from (DILS) to serve as a control group. Both samples were selected using
the lots; where pupils have been numbered and placed in a box, then science teachers
drag the required number, which consequently transformed into names. The
experimental group comprised of 14 male and 21 female pupils, whereas the control
group comprised of 17 male and 18 female pupils. The final list of respondents sample
was 64 pupils served as an experimental group of 31 pupils (18 females and 13 Males)
and a control group of 33 pupils (17 females and 16 males).
Test of the homogeneity of intra-group regression coefficients was performed as shown
in tables 14 and 15. Pre-tests were implemented to assess students entry-level in
conceptual understanding of science concepts and science process skills. Results
presented in tables 14 and 15 revealed no significant difference between experimental
and control groups in terms of students conceptual understanding and science process
skills before the treatment, and hence, both groups were equal in their prior knowledge
and skills.
Table 14 Entry-level of both experimental and control groups in conceptual understanding test
Group
Mean
Std.
Experimental
31
10.580
3.658
Controlled
31
11.636
3.444
t
1.189
p
0.239
62
The results presented in table 14 for implementing conceptual understanding test on

both experimental and control groups showed that, the prior knowledge in science and
science concepts of both groups are the same because there was no significant
difference in the mean scores between both groups (p > 0.05).
Table 15 Entry-level of both experimental and control groups in science process skills
Group
Mean
Std.
Experimental
31
11.935
4.802
Controlled
33
11.030
4.693
t
0.762
p
0.449
The results presented in table 15 indicated that there was no significant difference
between both experimental and control groups in the entry-level concerning science
process skills because there was no significant difference in the mean scores between
both groups (p > 0.05).
4.5.2. Experimental treatment and procedures
During the treatment period (approximately four weeks), students activities were
recorded using a web site log system, while assessment results were recorded at the
control panel management by the researcher (Appendix D). At the beginning of the first
semester of school year 2009-2010, a one-hour orientation session about how to use the
web site, its components, and the URL of the web site was given to students via science
teacher. In the orientation session, each student was informed with his/her user name
and password for accessing the web site (Fig. 14), registration process was also
provided, in addition to a short orientation about web site registration, log in (Figure
16), and using online assessment instruments.
63
Figure 14 Students filled data into the password access provided by V-Lab
Accordingly, different kinds of resource tools such as animation and situational

activities were provided to assist students in achieving learning objectives. Students
were involved individually in activities and have possibilities to contact with other
classmates or moderator for discussions or asking for help. The researcher provided the
V-Lab with chat system that was installed as an open source for providing contact
between students from one side and between students and the instructor (researcher) on
the other side (Fig. 15).
Figure 15 Students chat room provided by V-Lab
The shat system was important in many aspects such as students discussing their views
and ideas about the activities enriching their own knowledge and sharing their own
experiences. At the end of the program, the experimental group was asked to answer the
given quizzes (set of various type questions based on Bloom taxonomy and science
64
process skills were provided as part of the website) in a given time. Each student was
allowed to observe the obtained grade and identify his/her level.
Figure 16 Students log in page
During the implementation period, students in the control group studied the same
learning materials as those in the experimental group, except that they did not use the
Virtual Lab learning activities. Their learning activities included classroom lectures and
related activities. During the treatment, students were allowed to show their control
panel after answering the questions section.
Features of the treatment groups
Control group
Traditional Learning
Environment
Text book
Text
Experimental group
Web based V-Lab
Main foundation
Format of content
Linear
Presentation format
Synchronous
Time/space based
classroom
Interaction type
Interaction space
Web-based resourss
Simulation, 3D
Hypermedia
Asynchronous/
Synchronous
Time/space free webbased environment
Figure 17 Main features for experimental and control groups
65
Figure 17 distinguishes between main experimental features of both experimental and

control groups. Experimental group exposed to different varieties of the web-based
V-Lab environment that focused on 3D animations and interactive simulation, in
addition to online assessment through synchronous/asynchronous way in flexible times.
On the other hand, the control group exposed to textbook through synchronously way in
identified time and classroom.
4.5.3. Data collection of research
Table 16 is a summary of data collection techniques in the current study.
Table 16 Summary of data collection techniques
A summary of data collection techniques used in the study

1. Questionnaires
Define technical and educational standards for the design of web-based
Virtual Lab environment.
Define science checklists required for developing science process skills
concerning lab tools and Matter.
Aim at evaluating the design process.
2. Pre/Post Tests
Conceptual Understanding Test.
SPS Test.
3. Online interview
Aims at determining the students usability of web-based V-Lab
4.5.4. Data processing

SPSS version 16.0, a software package specially designed for processing statistics in
social science disciplines, was used to conduct the statistical analysis. The researcher
used t-test to analyze data. According to Hinton, et al., 2004, 106-107, t-test is one of
the most accepted tests for comparing two samples; the required data has to be interval
or ratio from continuous distributions and normally distributed population.
The researcher confirmed the condition of choosing t-test (at least interval scale or ratio
and assumption of normal distribution in the population from a sample) as a suitable
statistical test for the present study. This condition was achieved through using
Kolmogorov-Smirnov as the follows:
66
Table 17 Statistical test used for data analysis
Aim
Looking
for
difference
between
conditions
Number of
Design
Parametric/Non
variables and
parametric
conditions
One independent - Independent
Parametric
variable; two
measures
conditions, one
(unrelated)
dependent
- Repeated measure
variable or more
Related
Statistical
test
Independen
t-test;
Related
t-test.
4.5.5. Data Analysis of the questionnaires

In this study, the following three questionnaires were designed in different situations:
(1) a questionnaire to specify the standards of V-Lab software support by 3D graphics,
(2) a questionnaire to specify checklist for developing science process skills, (3)
a questionnaire for evaluating the program. The guidelines and the procedures
mentioned by Bell (1999) and Anderson (1998) for the design and administration of
questionnaires were taken into account in.
The validity of these questionnaires was considered by testing the questionnaires
through some educational specialists. Trialing the questionnaires aimed at recognizing
the extent to which the statements were precisely formulated to actually measure what
intended to be measured by these questionnaires. Both face validity (i.e. the extent by
which the instrument is viewed by knowledgeable individuals as covering the concept)
and content validity (i.e. the extent by which the instrument covers all generally
accepted meanings of the concept) (Sirkin, 1999) were considered by the trialing panel.
Some suggestions were made such as: adding/ deleting/ reformulating some statements.
The reliability of the questionnaires was estimated. In the present study, the reliability
coefficient Alpha that is considered one of the most commonly used reliability
coefficients and based on the internal consistency of a test, was used. Coefficient Alpha
based on the average correlation of items within a test, if items are standardized to
a standard deviation of one; or on the average covariance among items on a scale, it
means that the items are not standardized. It is assumed that the items on a scale are
positively correlated with each other. The questionnaire consisted of 18 items and
followed the Likert 5-pints scale was administered to 23 individuals to calculate
reliability coefficient.
67
Table 18 Reliability coefficients for technical and educational standards questionnaire
No. of cases
23
No. of items
18
Alpha
0.8895
The second questionnaire was prepared to identify science checklist for developing
science process skills and consisted of 13 items. The respondents were school teachers,
pre-service teachers and specialists in university.
Participants were asked to evaluate each process skill using the following scale:
3- essential, 2- high priority, 1- beneficial to know, 0- not necessary to know.
Arithmetic means and variance (pooled samples) were calculated due to the variation in
number of responses to each item. Skills were placed in rank order of importance from
most to least important. Based on survey responses, a mean response score of 2.0 was
used for the division point. The final list has been explained in table 7, above.
The third questionnaire served as an evaluation instrument to evaluate the software
through from the pedagogical value and design aspects (Appendix C). Eighteen experts
responded to the questionnaire where the most common remarks were related to
removing some pictures and editing the colors of activities, making certain activities
more interactive, correcting some errors in web sites, maximizing some fonts, and
changing the feedback system. The researcher uploaded the updated files within web
site after performing the required changes.
4.6. Conclusion
After reviewing of literature, the researcher focused on the study problem variables,
which helped to identify the relationships clearly. The main type of research design in
this study was the experiment design, which used to structure major parts of the
research procedures: samples, measures, and treatments. Concerning the research
sample, it was not possible to study the entire population ''4th grade students'' in terms
of cost, time, and availability of computers that are connected to internet in school lab.
For these reasons, a limited sample was chosen randomly to represent the whole
population in this study. Questionnaires and tests were used to collect data, taking into
consideration the nature of the investigation, students, objectives, scope of the science
education, and time. SPSS software was used for data entry and analysis, in addition to
Excel for extracting the required graphs.
68
Results
5. Results
This chapter examines research hypotheses and provides findings of the research based
on statistical analysis (t-test) and interpretation of data concerning conceptual
understanding and science process skills.
5.1. Proof of Hypothesis
H1: There is a significant difference, in terms of students' conceptual
understanding, between students who are exposed to the Virtual Lab
Table 19 Results of implementing conceptual understanding test at the end of the experiment
Group
Mean
Std.
Experimental
31
16.129
3.792
Controlled
33
12.545
4.366
Experimental (F.)
18
16,333
4,014
Controlled (F.)
17
11,882
4,211
Experimental (M.)
13
15.846
3.601
Controlled (M.)
16
13.250
4.553
3.495
0.001*
3.201
0.003*
1.672
0.106
* Significant at 0.05 level

The results presented in table 19, show that there is a significant difference between
experimental group and control group in favor of experimental regarding the
implementation of conceptual understanding test as post-test. The p value was less than
the estimated value, p < 0.05. The results also show that the mean scores post-test for
female students of the experimental group were significantly higher than those of the
control group. The p value was lower than the estimated value, p < 0.05. On the other
hand, the results show that the mean scores of the post-test of male students of the
experimental group were higher than those of the control group, but this elevation was
not statistically significant, as p > 0.05.
In order to be precise, the researcher divided the previous hypothesis into four sub
hypotheses according to the level of questions in the conceptual understanding test as
follows.
69
Results
H1.1: There is a significant difference in terms of the Knowledge level of students'

conceptual understanding, between students who are exposed to the Virtual
Lab environment and those who experienced traditional instruction.
Table 20 Mean Scores, Standard Deviation, and p-values of Knowledge level in post-test
Group
Mean
Std.
Experimental
31
2.903
1.011
Controlled
33
3.151
1.121
t
0.928
p
0.357
As shown in table 20, the results show that the mean scores of conceptual understanding
post-test (knowledge level items) for students in the experimental group were
statistically insignificant in comparison with those of the control group, as p > 0.05.
H1.2: There is a significant difference in terms of the Comprehension level of

students' conceptual understanding, between those who are exposed to the
Virtual Lab environment and those who experienced traditional instruction.
Table 21 Mean Scores, Standard Deviation, and p-values of Comprehension level in post-test
Group
Experimental
31
5.806
2.088
33
4.181
1.758
Controlled
Mean
Std.
3.374
0.001*
According to the results presented in table 21, the mean scores of conceptual
understanding post-test (comprehension level items) for students in the experimental
group were significantly higher than those of the control group as the p < 0.05.
H1.3: There is a significant difference in terms of the Application level of students'

conceptual understanding, between those who are exposed to the Virtual
70
Results
Table 22 Mean Scores, Standard Deviation, and p-values of Application level in post-test
Group
Mean
Std.
Experimental
31
2.322
1.720
Controlled
33
1.757
1.392
1.448
0.153
As shown in table 22, the results prove that the mean scores of conceptual
understanding post-test (application level items) for students in the experimental group
were statistically insignificant in comparison with those of the control group, as
p > 0.05.
H1.4: There is a significant difference in terms of the Analysis level of students'
conceptual understanding, between students who are exposed to the Virtual
Table 23 Mean Scores, Standard Deviation, and p-values of Analysis level in post-test
Group
Experimental
31
5.096
1.776
33
3.454
2.137
Controlled
Mean
Std.
3.331
0.001*
According to the results presented in table 23, the mean scores of conceptual
understanding post-test (analysis level items) for students in the experimental group
were significantly higher than those of the control group as the p < 0.05.
between students who are exposed to the Virtual Lab environment and
those who experienced traditional instruction.
Table 24 Mean Scores, Standard Deviation, and p-values of science process skills
Group
Mean
Std.
Experimental
31
17.549
5.051
Controlled
33
12.848
4.124
4.088
0.000*
71
Results
As shown in table 24, the results prove that the mean scores of science processing skills
post-test for students in the experimental group were significantly higher than those of
the control group as the p < 0.05.
In order to be precise, the researcher divided the previous hypothesis into six sub
hypotheses according to the level of questions in the process skills test as follows.
H2.1: There is a significant difference in terms of the Observation skill of
students' science processing, between students who are exposed to the
Table 25 Mean Scores, Standard Deviation, and p-values of Observation skill in post-test
Group
Mean
Std.
Experimental
31
3.032
1.448
Controlled
33
2.242
1.392
Experimental (F.)
18
2.889
1.567
Controlled (F.)
17
1.764
1.200
Experimental (M.)
13
3.230
1.300
Controlled (M.)
16
2.750
1.437
2.224
0.030*
2.371
0.024*
.934
0.359

According to the results presented in table 25, the mean scores of science process skills
post-test (observation level items) for students in the experimental group were
significantly higher than those of the control group as the p < 0.05.
The results also show that the mean scores of science process skills post-test
(observation level items) for female students of the experimental group were
significantly higher than those for females of the control group. On the other hand, the
results show that the mean scores of the process skills post-test (observation level) of
male students of the experimental group were higher than those males of the control
group, but statistically insignificant. The p value was higher than the estimated value as
p > 0.05.
H2.2: There is a significant difference in terms of the Inference skill of students'

science processing, between students who are exposed to the Virtual Lab
72
Results
Table 26 Mean Scores, Standard Deviation, and p-values of Making Inference skill in posttest
Group
Mean
Std.
Experimental
31
3.871
1.543
Controlled
33
2.606
1.619
Experimental (F.)
18
4.000
1.680
Controlled (F.)
17
2.823
1.590
Experimental (M.)
13
3.692
1.377
Controlled (M.)
16
2.375
1.668
3.195
0.002*
2.125
0.041*
2.282
0.031*

post-test (making inferences level items) for students in the experimental group were
The results also show that the mean scores of science process skills post-test (making
inferences level items) for female students of the experimental group were significantly
higher than those for females of the control group, as p < 0.05. In this context, the
results show that the mean scores of science process skills post-test (making inferences
level items) for male students of the experimental group were significantly higher than
those males of the control group as p < 0.05. The results indicate a significant difference
between experimental group and control group in favor of experimental group
concerning ''inferring '' skill of science processing.
H2.3: There is a significant difference in terms of the Classification skill of

73
Results
Table 27 Mean Scores, Standard Deviation, and P-values of Classification skill in post-test
Group
Mean
Std.
Experimental
31
3.935
1.824
Controlled
33
2.303
1.510
Experimental (F.)
18
3.777
1.800
Controlled (F.)
17
1.882
1.653
Experimental (M.)
13
4.153
1.908
Controlled (M.)
16
2.750
1.238
3.909
0.000*
3.238
0.003*
2.392
0.024*

The results presented in table 27 reveal that the mean scores of science process skills
post-test (classification level items) for students in the experimental group were
The results show also that the mean scores of science process skills post-test
(classification level items) for female students of the experimental group were
significantly higher than those for females of the control group, as p < 0.05. The results
also show that the mean scores of science process skills post-test (classification level
items) for male students of the experimental group were significantly higher than those
male students of the control group as p < 0.05.
H2.4: There is a significant difference in terms of the Measurement skill of

Table 28 Mean Scores, Standard Deviation, and p-values of Measurement skill in post-test
Group
Mean
Std.
Experimental
31
3.096
1.850
Controlled
33
2.909
1.876
Experimental (F.)
18
3.000
1.847
Controlled (F.)
17
2.470
1.806
Experimental (M.)
13
3.230
1.921
Controlled (M.)
16
3.375
1.892
0.403
0.689
0.856
0.398
0.203
0.841
74
Results
post-test (measurement level items) for students in the experimental group were higher
than those of the control group, but statistically insignificant, as p > 0.05.
The results also show that mean scores of the post-test for female students in the
experimental group were higher than of the control group but statistically insignificant,
as p > 0.05. Same results were obtained when the same post-test was implemented on
male students, where the mean scores of male students of the experimental group were
less than those for the control group, but statistically insignificant, as p > 0.05.
H2.5: There is a significant difference in terms of the Communication skill of

Table 29 Mean Scores, Standard Deviation, and P-values of Communication skill in post-test
Group
Mean
Std.
Experimental
31
2.580
1.478
Controlled
33
1.697
1.237
Experimental (F.)
18
2.666
1.533
Controlled (F.)
17
2.117
1.111
Experimental (M.)
13
2.461
1.450
Controlled (M.)
16
1.250
1.238
2.600
0.012*
1.206
0.236
2.428
0.022*

According to the results presented in table 29, the mean scores of science process skills post-test
(communication level items) for students of the experimental group were significantly higher
than those of the control group, as p < 0.05. The results also show that the mean scores of
science process skills post-test (communication level items) for female students of the
experimental group were higher than those of the control group but it was not significant, as p >
0.05. On the other hand, it was observed significantly higher for male students of the
experimental group, as p < 0.05.
H2.6: There is a significant difference in terms of the Prediction skill of students'

science processing, between students who are exposed to the Virtual Lab
75
Results
Table 30 Mean Scores, Standard Deviation, and p-values of Prediction skill in post-test
Group
Mean
Std.
Experimental
31
1.612
0.803
Controlled
33
1.090
1.011
Experimental (F.)
18
1.777
0.646
Controlled (F.)
17
0.705
0.985
Experimental (M.)
13
1.384
0.960
Controlled (M.)
16
1.500
0.894
2.277
0.026*
3.826
0.001*
0.334
0.741
*: significant at 0.05 level

The results presented in table 30 reveal that the mean scores of science process skills
post-test (prediction level items) for students in the experimental group were
statistically significantly higher than those of the control group, as the p < 0.05.
The results also show that the mean scores of science process skills post-test (prediction
level items) for female students of the experimental group were statistically
significantly higher than those for females of the control group, as p < 0.05. The results
show that the mean scores of science process skills post-test (prediction level items) for
male students of the experimental group were statistically insignificant in comparison
with those of the control group, p > 0.05.
Conclusion: The experimental group performed significantly better than the control
group in the following five science process skills: classification, observation, inferring,
communication, and prediction.
76
Results
Summary
Figure 18 Comparison of both groups and science process skills acquiring
Conclusion
Data illustrated in figure 18 show that:
In general, mean score of students in the experimental group was higher than
mean scores of students in the control group.
Mean score of female students of the experimental group was higher than those
of the control group in the following four skills: observation, making inferences,
classification, and prediction,
Mean score of male students of the experimental group was higher than those of
the control group in the following three skills: making inferences, classification,
and communication.
Mean score of male and female students of the experimental group was
statistically insignificant in "measurement" skill, in comparison with the
respective control group.
77
Results
H0: There is no significant difference, in terms of students' science process skills,

with regards to gender.
This null hypothesis is divided into sub hypotheses as follow:
H0.1: There is no significant difference concerning Observation skill between
females and males of the experiment group.
H0.2: There is no significant difference concerning Inference skill between females
and males of the experiment group.
H0.3: There is no significant difference concerning Classification skill between
H0.4: There is no significant difference concerning Measurement skill
between

H0.5: There is no significant difference concerning Communication skill between
H0.6: There is no significant difference concerning Prediction skill between
According to the results presented in table 31, the difference in mean score of science
process
skills
post-test
(observation,
inferring,
classification,
measurement,
communication, and prediction level items) between male students and female students
in the experimental group, was statistically insignificant, as p > 0.05.
78
Results
Table 31 Differences between male and female students of the experimental group in science
process skills post-test
Type of skill
Gender
Observation
Males
13
3.230
1.300
Females
18
2.888
1.567
Males
13
3.692
1.377
Females
18
4.000
1.680
Males
13
4.153
1.908
Females
18
3.777
1.800
Males
13
3.230
1.921
Females
18
3.000
1.847
Males
13
2.461
1.450
Females
Males
Females
18
13
18
2.666
1.384
1.777
1.533
0.960
0.646
Inferring
Classification
Measurement
Communication
Prediction
Mean
Std.
0.642
0.526
0.541
0.593
0.560
0.580
0.338
0.738
0.376
0.710
1.364
0.183
Summary
ComparisonofstudentsgenderwithinEx.Groupconcerning
eachskill
4,5
4
3,5
3
2,5
2
1,5
1
0,5
0
Males
Femals
Figure 19 Comparison of students' gender within Ex. Group concerning each skill of science
processing
79
Results
Conclusion
The results illustrated in fig. 19, reveal that there is no significance difference due to
gender effect within the experimental group in each skill of the tested six science
process skills. As a result, the null hypothesis is accepted concerning the independence
of gender against experimental treatment.
H3: There is a significant difference, in terms of students' conceptual
understanding, throughout the duration of the experiment, particularly in
the pre- and post-tests.
Table 32 Results of pre-/post-test for the experimental group in conceptual understanding
Ex. Group
Pre-test
N
31
Mean
Std.
10.580
4.693
16.129
Post-test
df
30
6.500
0.000*
4.124
Results presented in table 32 show that the mean scores of students of the experimental
group in the post-test of conceptual understanding were statistically highly significant
than the mean scores in the pre-test, as p < 0.05. The results indicate a significant
difference between scores in post-test and pre-test in favor of post-test.
H4: There is a significant difference, in terms of students' science process skills,
throughout the duration of the experiment, particularly in the pre- and posttests.
Table 33 Results of pre-/post-test for the experimental group in science process skills
Ex. Group
Pre-test
Post-test
Mean
Std.
31
11.935
4.802
17.548
4.051
df
30
4.854
0.000*

Results presented in table 33 show that the mean scores of students of the experimental
group in the post-test of science process skills were statistically highly significant than
80
Results
the mean scores in the pre-test, as p < 0.05. The results indicate a significant difference
between scores in post-test and pre-test in favor of post-test.
5.2. Summary of t-test results
The summary presented in table 34, reveals that:
There is statistically significant increase in students' mean scores of the
experimental group (males and females) in the post-test in both conceptual
understanding and science processing skills.
Female students of the experimental group performed significantly better than
those in the control group in the following four skills: observation, inferring,
classification, and prediction.
Male students of the experimental group performed significantly better than those
in the control group in the following three skills: inferring, classification, and
communication.
Neither male nor female students of the experimental group performed
significantly better than those in the control group in measurement skill.
Students of the experimental group performed significantly better than those in
the control group in two cognitive levels of conceptual understanding test.
There is statistically significant increase in students' mean scores of the
experimental group in the post-test of the whole science process skills except
''measurement'' skill.
81
Results
Table 34 Summary of t-test results
Variable
Difference in mean scores

Significant
Treatment
Difference in mean scores

Insignificant
Control
Males
Females
SPS Skills
Observation
Inferring
Classification
Measurement
Communication
Prediction
Levels of conceptual
understanding
Knowledge
Comprehension
Application
Analysis
5.3. Hypotheses and Results

The researcher summarizes the results of testing each hypothesis in respect of
acceptance or rejection.
Table 35 Summary of the results of testing hypotheses
Hypotheses
1-
H1. There is a significant difference, in terms of students'

conceptual understanding, between students who are exposed to
the Virtual Lab environment and those who experienced
traditional instruction.
- There is a significant difference in terms of the Knowledge
level of students' conceptual understanding, between students
who are exposed to the Virtual Lab environment and those who
experienced traditional instruction.
- There is a significant difference in terms of the
Comprehension level of students' conceptual understanding,
between students who are exposed to the Virtual Lab
Acceptance
/Rejection
9
82
Results
- There is a significant difference in terms of the Application

level of students' conceptual understanding, between students
who are exposed to the Virtual Lab environment and those who
- There is a significant difference in terms of the Analysis level
of students' conceptual understanding, between students who
are exposed to the Virtual Lab environment and those who
2-
3-
H2. There is a significant difference, in terms of students' science

process skills, between students who are exposed to the Virtual
Lab environment and those who experienced traditional
instruction.
- There is a significant difference in terms of the Observation
skill of students' science processing, between students who are
exposed to the Virtual Lab environment and those who
- There is a significant difference in terms of the Inference skill
of students' science processing, between students who are
exposed to the Virtual Lab environment and who experienced
traditional instruction.
- There is a significant difference in terms of the Classification
- There is a significant difference in terms of the Measurement
- There is a significant difference in terms of the
Communication skill of students' science processing, between
students who are exposed to the Virtual Lab environment and
those who experienced traditional instruction.
- There is a significant difference in terms of the Prediction
H0. There is no significant difference, in terms of students' science
process skills, with regards to gender.
- There is no significant difference concerning Observation
skill between females and males of the experiment group.
- There is no significant difference concerning Inference skill
between females and males of the experiment group.
- There is no significant difference concerning Classification
- There is no significant difference concerning Measurement
- There is no significant difference concerning Communication
9/8
9/8
9/8
9
9
83
Results
45-

- There is no significant difference concerning Prediction skill
between females and males of the experiment group.
H3. There is a significant difference, in terms of students'
conceptual understanding, throughout the duration of the
experiment, particularly in the pre- and post-tests.
H4. There is a significant difference, in terms of students' science
process skills, throughout the duration of the experiment,
particularly in the pre- and post-tests.
9
9
9
5.4. Estimation and Interpretation of Effect size (ES)

An effect size is a standardized measure of the difference between the means in terms of
standard deviation units (Hinton, 2004, 101). The difference is computed between
experimental and control for individual student post-tests. Cohen's d is an effect size
used to indicate the standardized difference between two means (Cohen et al. 2007,
520-525).
Effect size between students' scores in the experimental group and control
group in the post-test of conceptual understanding:
Calculate d and r using means and standard deviations
Cohen's d = M1 - M2 / pooled
where pooled = [( 1+ 2) / 2]
rY = d / (d + 4)
The results indicate that: Cohens d = 0.876 and Effect-size r = 0.401
The ES of 0.876 indicates that the mean of the treated group is at the 79th percentile
of untreated group (Large effect)
group in the post-test of conceptual understanding (knowledge level):
of untreated group (Small effect).
84
Results
group in the post-test of conceptual understanding (comprehension level):
The ES of 0.841 indicates that the mean of the treated group is at the 62nd percentile
of untreated group (Medium effect).
group in the post-test of conceptual understanding (application level):
group in the post-test of conceptual understanding (analysis level):
group in the post-test of science process skills:
of untreated group (Large effect).
group in the post-test of science process skills (observation):
85
Results
group in the post-test of science process skills (inferring):
group in the post-test of science process skills (classification):
The ES of 0.975 indicates that the mean of the treated group is at the 82nd percentile
group in the post-test of science process skills (measurement):
group in the post-test of science process skills (communication):
The ES of 0.648 indicates that the mean of the treated group is at the 73rd percentile
group in the post-test of science process skills (prediction):
86
Results
In general, Effect sizes can also be considered as the average percentile rank of the
average treated learner relative to the average untreated learner. An ES of 0.0 indicates
that the mean of the treated group is at the 50th percentile of the untreated group. An ES
of 0.8 indicates that the mean of the treated group is at the 79th percentile of the
untreated group. An effect size of 1.7 indicates that the mean of the treated group is at
the 95.5 percentile of the untreated.
Figure 20 Summary of effect sizes of V-Lab on science process skills
Conclusion
Bases on that effect size is an important factor for identifying the power of the research,
the results presented in fig. 20 illustrate that the dependent variables were highly
affected in two skills: inferring and classification, had a medium effect in three skills
observation, communication, and prediction, and had small effect in just only
measurement skills.
87
Discussion and Conclusions
6. Discussion and Conclusions

6.1. Introduction
This chapter deals with discussion and interpretation of the obtained results concerning
the tested hypotheses, and the impact of activities, and technical aspects of V-Lab. The
researcher reviewed relevant literature in order to show the consistency of the study
results and within the body of the research. The chapter includes also conclusions and
recommendations to aid next researchers for further research needed in this area.
6.2. Discussion of the results
The entry behavior level of students in both experimental and control groups was equal
concerning science knowledge and science process skills, i.e. there was no significant
difference in the mean scores between students of the experimental group and those of
the control group in the pre-test. The difference in students' performance for both
experimental and control groups was detected through students' mean scores in the posttest for either science conceptual understanding or science process skills. The results of
calculating mean scores, standard deviations, and t-values were presented above in
tables 19 through 33. The study analyzed students' scores for the conceptual
understanding and science process skills tests to determine to what extent the
implementation of V-Lab program was able to make a difference in students'
achievement and skills. The results indicated that, mean scores of students of the
experimental group in the post-test for either conceptual understanding test or science
process test were significantly higher than those in the control group, as (p < 0.05).
Preliminary findings suggest that the use of V-Lab helps students to promote their
conceptual understanding of science. Most students were able to understand science
concepts better. These finding are important from the cognitive considerations of
learning science, because learners are able to build on existing concepts and knowledge.
The obtained results were similar in some features with those obtained by Yang and
Heh (2007) who investigated the effects of a V-Lab on academic achievement and
science processing skills of tenth grade students in physics. The results presented in
tables 25 through 30 reveal that, students of the experimental group performed better
than those of the control group for each independent science processing skills except for
"measurement" skill. On the other hand, the results have shown that girls of the
88
experimental group performed better than girls in the control group in the following
four particular skills: observation, inference, classification, and prediction. Boys of the
experimental group performed better than boys in the control group in the following
three skills: inferring, classification, and communication. Both boys and girls in the
experimental group did achieve significantly higher than their colleagues in the control
group.
One of the most important science process skills is ''observation'' which needs enormous
teaching/learning strategies in order to train young students to explore the world around
us. Therefore, good and precise preparation of teaching/learning environment is
a fundamental issue to assist students to master "observation" skill. The results of the
present research showed that using simulations through V-lab was able to allow students
of the experimental group to experience and explore different varieties of basic lab tools
through snapshot and 3D animations. Observation of basic laboratory tools throughout
visual demonstrations increased students knowledge and experience with specific tools
normally employed in basic science laboratories designed normally to facilitate
observing some of the natural phenomena related directly to students' age, interest, and
experience. The results of the present research agree well with those reported by
Furness, Winn, and Yu (1997), Yair, Mintz, and Litvak (2001), and Maldarelli et al.,
(2009). In addition, in order to get high benefit from using V-lab, teachers need to
develop their skills for designing pre environmental settings, so that, students can
effectively get acquainted with each science concept before getting involved in real
situation.
The results of the present research revealed also that, there was high tendency for
students of the experimental group to deal positively and effectively with program
activities which could be interpreted in gaining high scores in ''classification,
communication, prediction and inferring'' skills. The results indicate that V-Lab can
play a preparatory and supplementary role in developing science process skills. These
findings agree well with those reported earlier by Scheckler (2003) and Yang and Heh
(2007).
On the other hand, the obtained results showed, statistically, insignificant difference
between students of the experimental and control groups concerning the development of
''measurement'' skill as a result of implementing V-lab program. The interpretation of
89
these findings could be attributed to students' needs to practice "measurement" in real

situation, i.e. having the opportunity for hands on and reality-like activity. Hence,
learning by exploring the real situation sometimes is more effective than learning by
exploring through virtual laboratory. A combination of V-lab with real situation
practices might be of significance for students who have the opportunity to explore
measurement tools first, then apply the concept in reality. These findings came along
with the results of other researchers in the same area (Kerr et al., 2004; Maldarelli, et
al., 2009; and Dalgarno, 2009).
Comparing the present study with those conducted else where, it could be concluded
that, in spite of the differences in content and learning level, it is evident that the effects
of V-Lab, including virtual experiments, on students learning achievement of science
concepts and developing science process skills are almost the same regarding ability of
students to observe and conclude various problems and construct their knowledge (Rice
et al., 1999; Johnson, 2002; Scheckler, 2003; Alexiou et al., 2004; Koretsky et al., 2008;
and Feudner, et al., 2009).
Using simulations in science education at the primary level for introductory science,
assisted students to experiment dangerous warning symbols such as corrosive and
irritating symbols via computer screen, revealing that, in general, simulation strategy
helped students to: hold scientific concepts, have positive attitudes toward science, and
increase their achievements in science courses. In respect to graphic organizers,
especially concept maps and the role played in developing conceptual understanding,
the study has shown that these maps provided students with interesting mental skill for
linking main and sub concepts in logic sequence. The results of the present study
indicate that concept maps are useful instructional tools, even in primary schools as they
can be used to help students see concepts, analyze relationships between them, and
externalize their ideas (Chiu, et al., 2000; Chang et al., 2002; Birbili, 2006; and Oliver,
2009). Direct instruction and modeling of concept maps are needed for primary level
students because eventually, they can create their own concept maps, individually or
collaboratively, once they get familiar with the idea and the process. In addition,
concept maps help to assess students' conceptual development and understanding,
identify misconceptions, and facilitate learning by building new knowledge on old ones.
It is worthwhile to mention here that, the analysis of the test scores revealed no
90
statistical significant difference due to students' gender within the experimental group.
In general, gender factor has no effect on acquiring students' science process skills.
Effect size, which is considered an important issue for identifying the power of
research, was used to assess to what extent the dependent variables in the present study
were affected due to the effect of independent variable. The effect was clear for
inferring and classification skills, medium for observation, communication and
prediction skills, and small for only measurement skill. This could be attributed to
the effect of the implemented program especially on skills which need more mental
activities rather than skills which need more hands on practicing as shown by students
of the control group (practicing real lab) who scored better than V-Lab students,
however the difference was statistically insignificant (Dalgarno, 2009). These results
indicate that, science process skills which are required for scientific investigation and
always seen as the base for scientific inquiry, were developed for students in a
significant way via web based interactive learning environments encouraging them for
better understanding for the nature of science.
With respect to, effect sizes of the cognitive levels of conceptual understanding, the
results showed that, while the effect was medium on ''comprehension and analysis''
levels, it was small on ''knowledge and application'' levels. Enhancement in
''comprehension and analysis'' levels could be attributed to the effect of utilizing
computer based concept mapping and interactive activities included in V-Lab program.
The results indicated no difference in using traditional method for teaching and learning
versus using V-Lab program for ''knowledge and application'' levels. Concerning these
findings, studies conducted by Kerr et al., (2004); Lawson and Stakpole (2006); and
Mtrailler, et al., (2008) showed an equal increase in knowledge for both students in
traditional instruction and V-Lab based situation. There was no difference between both
groups of students.
The present study admits that, the use of instructional technology, within an appropriate
framework, can improve the learning process. The different aspects of using
instructional technology can engage and play a basic role in helping students to achieve
better by supporting new approaches to teaching and learning process. This emphasizes
the value of implementing web-based learning in different instructional situations.
91
These results are supported quite well by the findings of previous researchers (Bell and
Fogler, 1999; Bransford, et al., 2000; Way, 2006; and Koretsky, et al., 2008).
In light of the above findings, it should be pointed out that V-Lab had a significant
promotional function for fourth grade science learners. Some researchers found that
computer-simulated experiments could enhance active involvement in the learning
process and can improve understanding of science concepts (Bell and Fogler, 1999;
Yang and Heh, 2007; and Koretsky et al., 2008).
The results of this study may be generalized in some other private and language public
schools with comparable populations, which are similar in level and content.
6.3. Conclusions
The current study attempts to investigate previous research on V-Labs, to become aware
of previous efforts for designing such V-lab in different fields. In light of these attempts,
the researcher designed and produced a prospective V-Lab proposal supported by some
of 3D animations, to be used as an appropriate prototype for specific populations,
including the establishment of school-aged student's precise knowledge.
The study explores the relationship between ''real laboratories'', V-Labs, and research.
As shown in figure 21, laboratories could act as a framework for investigating scientific
issues of nature and life questions. Whereas V-Lab; could offer a simulation of lab tools
and major scientific concepts, including employment of science process skills. The
design was conducted through different scientific aspects and research-based
investigation.
Figure 21 V-Lab Investigation Model
92
Literature that focuses on the use of V-Labs suggests that students learning is
enhanced, and that students learning appeared to focus on two differing types of
learning outcomes: knowledge and skills. Studies indicate that V-Labs could be used for
various pedagogical approaches, and may re-create important roles in both classroom
and laboratory, and can take place in either classroom or at a distance. The V-Lab
environment depends on simulations that provide students with the opportunity for near
real experience and the possibility for interaction. Contribution to a conceptual
transforming is possible; V-Lab may also provide open-ended experiences and
additional tools for scientific inquiry. Concerning research on Virtual Labs, current
research investigates educational uses, strategies, means for integration into learning
situations, scientific laboratory, and estimating effect sizes. Additionally, the literature
review helped to familiarize the researcher with different models for designing and
implementation. Such research can enhance efforts to develop science education.
The findings of this study offer an approach for involving primary school students in
e-learning activities, especially web-based learning, such as the V-Lab environment that
positively affects the conceptual understanding and science process skills. In the present
study, V-Lab utilized interactive approach and simulations of scientific processes for
primary school-aged students and provided a multimedia learning environment that
motivated and encouraged students for an active form of learning, i.e. more
individualized and independent learning.
V-lab environments can play an important supplementary role in science instruction
especially in primary education. It can simulate lab objects, main concepts, and
phenomena where there is a lack of time, tools, or learning strategies and when
increasing the level of instruction to a higher cognitive level is needed. Accordingly, the
animation and graphical representations of the simulated activities enabled students to
observe the outcome of the simulated experiments. However, the role of simulations is
not expected to replace laboratory practicing, but to provide learners with the
opportunity for supplemental contact with the variables similar to real-world situations.
The results also show that the insufficient integration of conceptual understanding and
main skills is still an important issue in student education programs. It should take into
account the preparation of students in an interactive way to achieve the intended
concepts and to employ the use of necessary basic process skills.
93
The success of V-Lab implementation in science education depends primarily on how it

could be incorporated into curricula and how suitably educators use these tools. The
most appropriate use for V-Lab environments seems to be its role as a preliminary or
supplementary tool for classroom instruction and science laboratory learning, as they
offer web based inquiry environments and cognitive tools to develop learning.
Concept mapping as a graphic organization is a useful scientific strategy that has
positive effects on learners conceptual understanding. The use of concept mapping
provides students with more confidence in their comprehension and ability to analyze. It
could be an appropriate strategy to analyze students' abilities about concept mapping.
In sum, the following conclusions are drawn. The application of V-Lab as
complementary strategy in science education was found to be more effective because it
improved students' performance. During the treatment, students of the experimental
group were found to be more thoughtful because the concepts and science processing
were explained through concept maps, interactive activities, and 3D animation, which
played a major role in the learning process. V-lab was found to have equal effect in
comparison to traditional learning style concerning ''measurement'' skill (one of science
process skills) and ''knowledge and application'' levels (cognitive domain). Retention of
the students of experimental group was equal to students of the control group. When
science is taught throughout concept mapping and 3D animation within V-Lab
environment, conceptual understanding and science-processing skills were found is
much higher than using traditional means.
6.4. Recommendations
Further research is needed to determine the extent to which the obtained results can be
generalized to students of various subpopulations (e.g. ethnic groups, normal schools,
and learning styles) who are instructed using V-Lab environment strategies. Moreover,
the study suggests that there is a need for V-Lab programs to provide support for
students during learning in classrooms as preparatory and supplementary tools.
Although there is a large developing body of literature on V-Labs and developing
science concepts as learning tool in secondary and higher education, little has yet been
written about the utilization of the V-Lab in elementary or primary education.
94
Some limitations of the current study could be identified for further investigations.
Further research should use larger number of participants, conducted for a longer
period, and considers other integrated science process skills through designing other
models and prospective via 3D interfaces based environments, since the use of
instructional technology proved to have a significant positive effect on students
concerning concepts and basic science process skills. Therefore, the researcher
recommends that further studies could be made in order to obtain more definite results,
instead of depending on the results of just only one study. Using other measurement
instruments than those used in the current study would be important.
95
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106
Appendices
8. Appendices
Appendix-A SPS Test
107
Appendices
108
Appendices
109
Appendices
110
Appendices
111
Appendices
112
Appendices
113
Appendices
114
Appendices
115
Appendices
116
Appendices
Appendix-B Conceptual understanding test
117
Appendices
118
Appendices
119
Appendices
120
Appendices
121
Appendices
122
Appendices
123
Appendices
124
Appendices
Appendix-C Software Evaluation Form
125
Appendices
126
Appendices
127
Appendices
128
Appendices
129
Appendices
130
Appendices
Appendix-D Some of Web Site Screenshots ''http://www.edu-virtual-lab.com''
131
Appendices
132
Appendices
133
Appendices
134
Appendices
135
Appendices
136
Appendices
137
Appendices
138
Appendices
139
Appendices
140
Appendices
141
Appendices
142
Appendices
143
Appendices
144
Appendices
145
Appendices
146
Appendices
147
Appendices
148
Appendices
149
Appendices
150
Appendices
151
Appendices
152
Appendices
153
Appendices
154
Appendices
155
Appendices
Appendix-E Learning Objectives

The intended learning outcomes describe the main concepts and science process skills in
area of lab tools, warning symbols and the matter, which should learn as a result of VLab program for 4th grade students.
By end of the program, students will be able to:
1. Comprehend Science Concepts
Learning Objective
1-
Level
Distinguish between measuring tools and elements for Analysis

measuring.
2-
Distinguish between heating tools and warning symbols.
Analysis
3-
Choose appropriate instruments to measure length, volume, Application

and mass.
4-
Estimate the density of substances.
Analysis
5-
Situate examples of how to use a microscope to check an Comprehension

object.
6-
Name basic warning symbols.
Knowledge
7-
Explain examples of lab warning symbols.
Comprehension
8-
Determine the uses of main lab tools.
Knowledge
9-
Describe the physical change in matter.
Comprehension
10- Identify features of a chemical change in matter.
Comprehension
11- Infer relationships between chemical changes in matter and Application

physical changes in matter.
12- Compare the states of matter.
Analysis
156
Appendices
13- Demonstrate that the combustion of paper is a chemical Comprehension

change.
2. Use Science Process Skills

Learning Objective
Skill
1-
Observe main lab tools.
Observation
2-
Observe lab warning symbols.
Observation
3-
Make predictions and inferences based upon experiment Inferring

observations.
4-
Categorize and group main concepts of lab tools.
Classification
5-
Compare between solids, gas, and liquids.
Classification
6-
Apply instruments to measure length, volume and mass using Measurement

appropriate units.
7-
Predict the result for measuring set up.
Prediction
8-
Organize main concepts by making concept map.
Communication
9-
Calculate density based on given data.
Measurement
10- Determine the relationship between elapsed time and time Measurement
until according to different temperature.
11- Identifying similarities and differences in features of matter Observation
cases.
12- Illustrate states of matter according to graph.
Communication
13- Collect information by observing and measuring mass and Inferring

volume.
157
Appendices
14- Use observations to construct a reasonable explanation of Inferring

chemical change.
15- Infer the concept of melting.
Inferring
16- Group examples of lab warning symbols.
Classification
158
Appendices
Appendix-F Questionnaire of establishing technical and educational standards

list
159
Appendices
160
Appendices
161
Appendices
162
Appendices
163
Appendices
164
Appendices
Appendix-G Science checklist and development SPS
165
Appendices
166
Appendices
167
Appendices
168
Appendices
169
Appendices
170
Appendices
Appendix-H CU and SPS Tests Output
Group Statistics
Group
Observation
Inferring
Classification
Measuring
Communication
Prediction
Mean
Std. Deviation
Std. Error Mean
31
3,0323
1,44877 ,26021
33
2,2424
1,39262 ,24242
31
3,8710
1,54363 ,27724
33
2,6061
1,61902 ,28183
31
3,9355
1,82456 ,32770
33
2,3030
1,51007 ,26287
31
3,0968
1,85031 ,33233
33
2,9091
1,87689 ,32673
31
2,5806
1,47816 ,26548
33
1,6970
1,23705 ,21534
31
1,6129 ,80322
33
1,0909
,14426
1,01130 ,17604
Independent Samples Test

Levene's Test for Equality of Variances
t-test for Equality of Means

95% Confidence Interval of the
Difference
Std. Error
F
Observation
Equal variances assumed
,897
Sig.
,347
Equal variances not assumed

Inferring
,348
,558

Classification
,763
,386

Measuring
,019
,890

Communication
3,566 ,064

Prediction

17,738 ,000
df
Sig. (2-tailed)
Mean Difference
Difference
Lower
Upper
2,224
62 ,030
,78983
,35519
,07982
1,49985
2,221
61,349 ,030
,78983
,35564
,07878
1,50089
3,195
62 ,002
1,26491 ,39594
,47343
2,05638
3,200
61,984 ,002
1,26491 ,39534
,47463
2,05519
3,909
62 ,000
1,63245 ,41762
,79765
2,46726
3,886
58,371 ,000
1,63245 ,42011
,79164
2,47327
,403
62 ,689
,18768
,46625
-,74433
1,11970
,403
61,850 ,689
,18768
,46604
-,74395
1,11932
2,600
62 ,012
,88368
,33993
,20416
1,56319
2,585
58,658 ,012
,88368
,34184
,19957
1,56778
2,277
62 ,026
,52199
,22925
,06374
,98025
2,293
60,370 ,025
,52199
,22760
,06678
,97721
171
Appendices
Paired Samples Test

Paired Differences
95% Confidence Interval of the
Difference
Mean
Pair 1 concepts_befor_ex Concepts_after_ex
-5,54839
Std. Deviation Std. Error Mean

4,75281 ,85363
Lower
Upper
-7,29173
-3,80504
-6,500
df
Sig. (2-tailed)
30 ,000
Group Statistics
Group
Observation
Inferring
Classification
Measuring
Communication
Prediction
Mean
Std. Deviation
Std. Error Mean
31
3,0323
1,44877 ,26021
33
2,2424
1,39262 ,24242
31
3,8710
1,54363 ,27724
33
2,6061
1,61902 ,28183
31
3,9355
1,82456 ,32770
33
2,3030
1,51007 ,26287
31
3,0968
1,85031 ,33233
33
2,9091
1,87689 ,32673
31
2,5806
1,47816 ,26548
33
1,6970
1,23705 ,21534
31
1,6129 ,80322
33
1,0909
,14426
1,01130 ,17604
172
Appendices
Group Statistics
Group_C
U
CU_After
Mean
Std. Deviation
Std. Error Mean
Ex.
31
16,1290
3,79247 ,68115
Co.
33
12,5455
4,36671 ,76015
Group Statistics
Gender_
CU_After
Mean
Std. Deviation
Std. Error Mean
EM
13
15,8462
3,60199
,99901
CM
16
13,2500
4,55339
1,13835
Group Statistics
Gender_
CU_After
Mean
Std. Deviation
Std. Error Mean
EF
18
16,3333
4,01468
,94627
CF
17
11,8824
4,21133
1,02140
Group Statistics
Group_
CU
Knowledge
Mean
Std. Deviation
Std. Error Mean
Ex.
31
2,9032
1,01176 ,18172
Co.
33
3,1515
1,12142 ,19521
Group Statistics
Group_
CU
Comprehension
Mean
Std. Deviation
Std. Error Mean
Ex.
31
5,8065
2,08837 ,37508
Co.
33
4,1818
1,75810 ,30605
173
Appendices
Group Statistics
Group_
CU
Application
Mean
Std. Deviation
Std. Error Mean
Ex.
31
2,3226
1,72022 ,30896
Co.
33
1,7576
1,39262 ,24242
Group Statistics
Group_C
U
Analysis
Mean
Std. Deviation
Std. Error Mean
Ex.
31
5,0968
1,77679 ,31912
Co.
33
3,4545
2,13733 ,37206
174
Appendices
Appendix-I Summary of reviewed virtual lab empirical studies

The author(s)
and year
Research purpose
Research
method
Data collection
method
Result
Context
Alexiou et al.
(2004)
Present
a
virtual
laboratory.
Support collaborative
e-learning.
Descriptive
Content analysis
A virtual Laboratory prototype, which based on

the 3D simulation of a radio-pharmacy
laboratory, was presented to overcome the
problem of communication between users and
construct their knowledge.
Bell & Fogler

(1999)
Produce
VR-based
laboratory accidents.
Allow students to
practice
possible
consequences
of
laboratory safety.
Descriptive
Content analysis
3D simulation of a radio-pharmacy laboratory

was produced as a prototype, where learners,
represented by 3D avatars, supporting
experiment on radio pharmacy equipment via
carrying out specific learning Scenarios. In
addition, offering diverse communication
channels such as gestures, voice and text chat.
Learners, who involved in an accident, had a
trend to remember their experience much
longer and more intensely than any set of
written rules. As a result, they followed safe
practice guidelines much more carefully, in
order to ensure that such experiences never
happen again. The possibility was to involve
all of learners in lab accidents; they would all
follow safer lab practices in the future
situations.
Bickmore
Schulman
(2009)
Develop a virtual lab

to support multiple
longitudinal studies of
user interactions with
a virtual agent.
Present new concept
and
tools
for
conducting virtual lab.
Development
Questionnaire
&
Of the 24 participants, 10 were randomized to

the variable condition, and 14 to non variable.
Participants interacted with the system
between 40 and 120 days, and 3 subjects from
each group (6 in total) dropped out before the
time of the analysis. For examining the trends
in participant behavior over time, the data
using linear mixed modeling was analyzed.
Set of safety rules based upon criteria of lab

situations in undergraduate laboratories was
described,
potential consequences, and
flexibility to virtual reality (VR) environment,
the rules related to safety glasses, gas cylinders,
store, and segregate chemicals. The authors
used VR-based laboratory via web site, VRML
simulation and several formats of programs for
download.
Detailed
descriptions
and
information with respect to, each rule and
additional safety related information was
presented.
Twenty-four participants (17 female, 7 male,
aged 55 to 75) enrolled in the virtual laboratory
system. All participants were required to be 55
or older, and to have access to an internetconnected personal computer. Participants were
required to be able to start a physical activity
program, assessed using a questionnaire, and
participants who were often engaging in regular
moderate exercise (30 minutes or more, 5 days
a week) were excluded. Participants did a short
procedure, which took place in the laboratory,
at which time they were randomly assigned to
one of the two study conditions. Participants
received brief instruction in the use of the
pedometer and in interaction with the virtual
agent, and participated in a sample interaction.
175
Appendices
Carnevali
Buttazzo
(2003)
&
Chen, et al.
(2008)
Cheng et al.,
(2002)
Dalgarno
et al., (2009)
Investigate
the
interaction with a
real-time system for
running
control
experiments.
Describe
the
experience in the
development of a
virtual
laboratory
environment.
Explore the effect of
simulations in a
virtual laboratory
environment on
engineering
undergraduate
students learning
achievement and
attitude.
Descriptive
Content
analysis
The findings showed that remote users were

allowed connecting through the internet to
run real-time experiments available in the
virtual laboratory and interact with the system
using a simple and perceptive graphical
interface effectively.
A graphic interface on the client was used

which allowed the user to modify the
parameters of controller, and the periods of the
real-time tasks. Allowing remote users to
connect through the internet to run real-time
experiments available in the virtual laboratory
and interact with the system using a simple
graphical interface.
Experiment
knowledge test,
questionnaire
There were significant differences in

students dependent measures among the
three
virtual
laboratory
treatments.
Specifically, levels of prior Internet
experiences, treatment 3 (online texts plus
simulations) was higher to treatment 1 (online
text-only materials) for all the dependent
measures (knowledge test, Intention, and
Interaction measures). In addition, treatment
2 (online texts plus illustrations) was
significantly better than treatment 1 on the
Intention measure. Treatment 3 was
significantly better than treatment 2 on the
knowledge test.
Develop virtual power

electronics laboratory
(VPEL) to integrate
the laboratory class
with the internet
Evaluate
the
effectiveness of the
Virtual Laboratory for
learning about the
spatial structure of the
laboratory and the
items of apparatus
contained within it.
Assess the usefulness
of
the
Virtual
Descriptive &
Development
Questionnaire,
an online Lab
sheet.
The findings declared positives of the

students feedback on the proposed power
electronics virtual laboratory
133 undergraduate students in a digital filter

design from Electronic Engineering took part in
an experimental study. Two independent
variables in a virtual laboratory environment
were studied: first one is instructional
treatments (online text-only materials, online
texts with illustrations, and online texts with
simulations); and the second is previous
Internet experience (high and low). Three
dependent variables were measured: knowledge
achievement test, intention to use instructional
treatments, and interaction levels with
instructional treatments. The experimental
research design of the study was a 3 2
randomized post-test design.
A remotely controlled experiment that allowed
undergraduate learners to access to the
university website and conduct an experiment
was presented.
Experiment
Tests,
questionnaire,
interviews
Participants in the real lab scored on average

higher than virtual lab students. The
difference was not significant in any of the
tests. The results suggested that learning by
exploring the real lab was more effective than
learning by exploring the virtual laboratory
but the difference was fairly small. The
virtual lab was an effective tool for gaining
familiarity with the lab environment,
especially for a student studying at a distance
The first study allowed us to conclude that the

Virtual Laboratory is an effective tool for
gaining familiarity with the laboratory.
Given the diversity of students prior
experience to provide the Virtual Chemistry
Laboratory as an optional resource.
A number of higher education commentators
have discussed the fact that students will often
focus on learning tasks associated with the
assessment and ignore optional tasks even if
176
Appendices
Feudner, et al.
(2009)
Hatherly,
al. (2009)
et
Huang (2003)
Jones (2001)
Laboratory
as
a
preparatory tool for
university chemistry
students who study at
a distance.
Investigate, whether
capsulorhexis training
on the EYESi surgical
simulator improves
performance of
surgical novices.
Examine the use of

interactive screen
experiments (ISEs) as
a highly interactive
movie of a real
experiment,
examining the uses
and effectiveness of
(ISEs).
Develop interactive
media-rich teaching
modules in
physiology for the
undergraduate and
medical physiology
courses. Discuss the
techniques for
developing an
interactive-based
teaching tool.
Improve a student's
understanding
of
who had not have the opportunity to explore

the lab before the residential school. Only a
minority of the students (29%) chosen to use
the virtual laboratory, those who did in
general found it useful.
Results Inter-observer agreement with respect
to, the overall performance score was high.
Compared to control groups, VR-trained
students and residents showed significant
improvement in their median wet-lab
capsulorhexis overall performance score
compared to controls. The performance of
VR trained students and residents were also
more consistent with a lower standard
deviation of scores compared to controls.
Conclusions structured capsulorhexis training
on the EYESi to reach specific target criteria
significantly improved wet-lab performance.
The use in the open university context of
ISEs had been presented through 2 case
studies of home-based courses and residential
schools, and the use of ISEs evaluated. The
evaluation has used a variety of
methodologies including usability laboratory
observation and surveys.
such tasks may have clear potential learning

benefits.
Experiment
Observation
Descriptive
Observations
Descriptive
Student focus
groups
and
interviews
To implement PACS effectively, a

widespread education program enabled
personnel to interrupt all of its components
without a problem. Student focus groups and
interviews with faculty directed us to the
conceptually
difficult
content
areas.
Physiologically difficult concepts were sorted
into their respective teaching module
category.
SimPHYSIO is a suite of interactive online

teaching media designed to integrate and
dynamically teach complex systems using
media-rich animations, real-time simulations,
and virtual environments in physiology. The
strength of simPHYSIO also included internet
distribution,
scalability,
and
content
customization.
Descriptive
Student
interviews
The effect in this case is the same. Students

tended to enjoy the competition, and
Comparing a student's score with others is a

device used by most popular arcade games to
and
31 medical students and 32 ophthalmological

residents were randomized to either virtual
reality (VR) training, or control. Each
participant performed three capsulorhexis tasks
in a porcine wet-lab. In between, participants
from the VR training groups completed two
training trials on the EYESi surgical simulator.
VR training consisted of basic skill tasks and
capsulorhexis tasks of increasing difficulty, and
preset performance goals had to be reached for
each task. All wet-lab procedures were
recorded on DVD, and assessed by a masked
observer.
ISEs have been presented as an innovative
solution to developing and enhancing
laboratory practice and access for distance
learners, and as a means of providing training
and experience for teaching laboratories
177
Appendices
random phenomena
via
the
virtual
statistics. Describe the
rationale, design, and
implementation
of
online
statistics
laboratory.
Present a virtual lab
model
to
solve
number of problems
involved
in
the
educational procedure
of computer science.
Kantzavelou
(2005)
Koretsky, M.
D.
et
al.
(2008)
Lawson
Stackpole
(2006)
&
Describe the
instructional design,
implementation, and
assessment of a
virtual laboratory
based on a numerical
simulation of a
chemical vapor
deposition (CVD)
process.
Design experiments to
optimize the
performance of a
CVD reactor.
Perform virtual
experiments, analyze
and interpret the
results.
Investigate the impact
of
virtual
lab
environment
on
student achievement
and
student
satisfaction
of
a
distance delivered VLab.
final exam.
continued to improve their perceptive skills

for interpreting linear correlations.
encourage continued play.

Through experimentation and testing, it was
decided that the best environment for
implementing this online lab was through the
use of java applets 2D and server-side java
tablets.
Descriptive
Content
analysis, exams
The model architecture consists of seven

modules; each one corresponds to a specific
topic of the course. Every module provided
several different services in order to assist
students to assimilate theory with practical
exercises.
Quasiexperiment
Observation,
Task analysis
Students assimilated digital logic, data

representation and the structure and the
functioning of simple abstract computer
architecture in a better way. In addition,
solution of some problems to help students to
acquire concrete knowledge for abstract
concepts by experimentation.
Results showed that an interesting
juxtaposition. Students felt rather less
proficient with the learning outcome
concerning the virtual lab, as compared to the
other learning outcomes (average scores of
72% versus 75.5%). However, they felt that
the virtual CVD was the most effective
learning medium used in the course, even
more so than physical laboratories (81%
versus 75.5%). Although the students
perceived the virtual lab to be effective, after
they completed the assignment, they only felt
reasonable mastery of the associated learning
outcomes. These results highlighted the
difficulty of the cognitive processes necessary
to perform this task, which was exactly the
benefit of applying instructional scaffolding.
Experiment
Observations,
Formal group
interviews, and
a Likert scale
attitude online
questionnaire.
Students perceived their online laboratory

environment to be equivalent to the onsite
laboratory, and were satisfied with their
experience both technically and personally.
Comparing student performance between the
experimental and control group indicated no
significant difference in achievement. Student
satisfaction with the learning experience in
Offering the virtual experience on a continuing

basis as an option to the traditional format was
presented. As curriculum expands and
enrollment increases in networking and systems
administration, this provided a cost-effective
solution to resolve budgetary and space
constraints. A virtual online environment could
be used to expand limited laboratory resources
The virtual laboratory had been implemented

remotely at the university. The laboratory was
designed to allow students to engage more fully
in certain aspects of the experimental design
process; Specifically, the experimental strategy,
the analysis and interpretation of data, and the
iterative process of redesign. These aspects
require higher level cognitive skills. The
simulation of the CVD reactor was based on
fundamental principles of mass transfer and
chemical reaction. The software application
contained a 3D student client that simulates a
clean room environment, an instructor Web
interface with integrated assessment tools, and
a database server complete with calculation
engine. The software application contained a
3D graphical user interface.
178
Appendices
Discuss the
challenges meet in
offering this virtual
experience.
the experimental group was generally

equivalent to the control group; and in the
case of convenient access to laboratory
resources, the experience was perceived as
better. Based on these results, a virtual online
laboratory offers a viable alternative strategy
to deliver instruction.
Leitner
&
Cane (2005)
Provide distance
learning
Students with a
remote laboratory
experience. Providing
distance learning
students with an
effective and
satisfying laboratory
experience.
Descriptive
Content analysis
Li,
et
(2009)
al.
Create useful learning

environment for
students via
centralized remote lab
approach &
decentralized V-Lab.
Integrate
virtualization
technology into
curriculum.
Descriptive
Questionnaire
Limniou et al.
(2007)
Improve the teaching

procedure. By using
the simulator.
Provide a reasonable
degree of familiarity
with operation as well
as theory.
QuasiExperiment
Questionnaire
An approach to virtual laboratories was

proposed for IT education that focuses on
distance learner involvement to select and
integrate laboratory elements to perform
assigned laboratory activities. These elements
as open laboratory components were
explained; they were comprised of the
facilities, apparatus, instrumentation, records
and evaluation aspects of the laboratory. The
key aspects of the IT laboratory experience,
routinely accessible to on-campus students.
A course survey suggested that given choices,
the students might prefer the decentralized
virtual lab approach to the centralized remote
lab approach. The institution could expand
the use of its equipment without having to
allocate more lab space or hours. The
students could study anytime, anyplace, and
at their own pace. Both the centralized remote
lab approach and the decentralized Virtual
Lab approach contributed to creating a new
useable and useful digital learning
environment for the students.
Students felt more confident to manipulate a
real instrument and the EG students better
understood the function and the technical
principles of the instrument than the CG
students did.
The proposed course helped students to
review
laboratory
techniques
and
experimental procedures prior to entering the
and reduce costs without a negative impact on

students learning experience. The application
of online and virtual technology in laboratorybased courses can extend accessibility of
laboratory resources to traditional on-campus
students and facilitate access to the curriculum
to remote learners previously excluded by
geography.
An
Internet-connected,
client/server
environment was developed that could perform
operations of subjective scope under the control
of remote users. Virtual laboratory approach for
IT education was designed to provide a
constructive, participative environment that
allowed the student to be involved in the
construction of the laboratory access system
itself. The approach provided the basic
technological building blocks and enabled the
student to build the functional laboratory.
Virtual computing lab (VCL) made the
centralized remote lab approach more flexible
and efficient. It provided the faculty and the
students 24/7 remote access to various
operating systems and applications from
anyplace across campus and outside. The
decentralized Virtual Lab approach enabled
students to complete the hands-on exercises on
their own computers. The setup and
maintenance
costs
were
very
low.
Virtualization helped for finding a costeffective way of delivering remote labs
efficiently.
The students were divided into two groups, the
experimental group (EG) and the control group
(CG). EG participated in an instrumentation
course in which the components of an old
spectrophotometer were distributed to them
with figures and animations about the
components functions using Power-Point
presentation. During the presentation a
179
Appendices
laboratory.
Magistris,
(2005)
Maldarelli
al. (2009)
et
Report the insight of a

MATLAB based
electromagnetic-fields
virtual laboratory, and
experimentation in the
teaching of
undergraduate
Introductory
Electromagnetic
courses.
Descriptive
Questionnaire,
Content analysis
The virtual laboratory had been tested for two

years in a basic electrical engineering course
in a curriculum in electrical engineering,
where for the first time applications of
electric and magnetic fields had been
presented after the physics course.
The virtual laboratory was described in terms
of its functionalities, and a selection of
examples is illustrated, showing its actual
didactic use. The software architecture
produced, including the web interface, was
briefly described and the possible extensions
or different uses of the environment realized
discussed. The positive response from
students in a two-year classroom experience
was reported.
Create videos
explaining and
demonstrating a
variety of lab
techniques that would
serve as teaching tools
for undergraduate and
graduate lab courses.
Assess the impact of
these videos on
student learning.
Experiment
pre- and post

test,
No significant change in students ranking of

their knowledge or their confidence. There
were significant differences when students
were presented with a video but no hands-on
experience with the technique between the
initial and final surveys.
Viewing videos of basic laboratory
techniques increases students self-reported
knowledge, experience, and confidence with
specific techniques. 70% of students
responded positively that the lab videos were
effective in increasing student knowledge,
experience, and understanding of lab
procedures. The combination of both the
discussion took place and questions to the

students were addressed to make them think
about the technical principles of the UV-Visible
spectrophotometer. After the presentation, the
students performed virtual experiments using
simulator on personal Computers and they
shared measurements, observations and
conclusions about their experiments using the
LAN.
The classroom time spent on the virtual
laboratory was 20%, whereas the remainder of
the time consisted of traditional teaching. From
experience, the tool realized had proven to be
very effective for early exposure of the students
to realistic application and simulation in
electromagnetic fields. The excitement of
discovery, even in introductory courses, had
stimulated the students sensitivity to a critical
use of simulation in engineering analysis and
design. A good response from students had
been observed both in their enthusiastic liking
for the virtual laboratory in giving insight into
theoretical subjects and in the level of actual
comprehension of the same topics as compared
with students who attended the course in
previous years (without the laboratory)
A total of 203 students completed the pre-post
testing surveys, undergraduate students were
surveyed anonymously prior to and following
screening to assess the impact of the videos on
student lab performance by completion of two
participant perception surveys. Statistical
analyses were performed to compare student
perceptions of knowledge, confidence, and
experience with the lab techniques before and
after viewing the videos. 11 demonstrations
were recorded. Analysis revealed a significant
increase in the number of students reporting
increased
knowledge,
confidence,
and
experience with the lab techniques after
180
Appendices
video and the actual laboratory skill is best

for maximal knowledge, confidence, and
experience.
Marchevsky
et al. (2003)
Study the materials

from the cases at
students' own pace in
2 virtual pathology
laboratories, with a
few instructors
supervising the onsite sessions.
Descriptive
Content
Analysis
Obvious improvement in student participation

and satisfaction was seen with the use of
web-based instruction. Attendance at
laboratory sessions, where the students had
previously been required to bring their own
microscopes to study histological slides at
their own pace, increased from approximately
30% to 40% of the class in previous years to
almost 100%. Satisfaction surveys showed
progressive improvement over the past 4
years.
Menndez, et
al. (2006)
Describe a new tool to

improve the Industrial
Electronics education
process.
Descriptive
Poll to verify
the satisfaction
of the students,
Exams
The virtual logic analyzer was a suitable tool

to understand the behavior of the different
sequential circuits. A poll was taken to verify
the satisfaction of the students. 81% of the
students considered the virtual laboratory to
be a good tool to learn the subject and 19 %
considered it to be useless. In the final
examination, just 64% of group B students
and only 31 % of group A passed. Educators
find the system very useful.
Mtrailler, et
al. (2008)
Investigate scientific
problem solving via
simulated lab tool as
well as, domaingeneral psychological
Knowledge.
Quasiexperiment
Pre-post test
Nance et al.
Investigates three
Descriptive
Questionnaire
The results showed a significant but equal

increase in knowledge for both groups.
Differences between individuals and pairs
were found in the evaluation of hypotheses in
the process data, and in descriptive and
explanatory statements in the verbal data.
Interacting with virtual lab helped all students
improve their domain-specific and domaingeneral psychological knowledge
There was significant amount of resources
viewing the videos. Incorporation of

instructional videos as pre- laboratory exercises
had the potential to standardize techniques and
to promote successful experimental outcomes.
Second-year medical students had been taught
pathophysiology at the University of californiaLos Angeles.
School of Medicine used
lectures, discussion groups, and laboratory
sessions. The students were provided with the
materials to study at their own pace in "virtual
pathology" laboratory. With a few instructors
supervising the on-site sessions. The students
study the materials from these cases at their
own pace in 2 virtual pathology laboratories,
the students discussed additional cases
available on the website in 2 other laboratory
sessions supervised by a pulmonologist and a
pathologist.
The combination of the tutorial and the virtual
electronic lab represent a bridge between
theoretical lessons and laboratory classes.
Using this tool, undergraduate technical
students improved their performance and
increased their efficiency in the laboratory. A
pilot experience had been implemented for
analog and digital Electronics. The Digital
Electronics V-Lab included the different
sequential digital circuits and a virtual logic
analyzer to visualize the evolution of the
different input and output signals.
A total of 36 undergraduate psychology
students from the University of Basel
participated in exchange for 100 Swiss francs.
They ranged in age from 21 to 40 years. They
were asked to participate in the study, if
possible, with a friend from one of their classes.
Participants interacted with a virtual
psychological laboratory called Virtue to reason
about a visual search theory.
Students using remote labs invariably encounter
181
Appendices
required to initially create a virtual research

environment and the advantages of leveraging
the knowledge developed through several
years of testing and application to reduce the
resource
requirements
and
financial
investment. The remote lab has increased
student scheduling flexibility and reduced
travel to/from campus, enabling students to
apply more time to the more complex
assignments.
Preliminary experiments showed that this
environment motivates and improves student
learning. The results showed that student that
were engaged in the competitions have higher
grades in a post test related to the relevant
concepts exercised in the experiments. The
experimental group had the opportunity to
participate in several contest, while the
control group only observed the contests.
(2009)
unique example
implementations of
virtual environments
which represent the
field from local to
remote access lab.
Noguez, et al.
(2007)
Introduce a virtual
simulated laboratory
where the participants
train and compete.
Present a
communication model
that allows for
interaction among
participants and
observers in a
distributed
competition.
Describe Virtual Labs
as sophisticated
interactive demos and
propose them as a
good substitute of
physical labs.
Experiment
post-test,
Questionnaire
Descriptive
Documents,
data files
The proposed approach of the study aimed at

solving the problems of the increasing
number of students who access the university
educational structures and the high cost of lab
maintenance.
Describe the
development and
evaluation of a
"virtual laboratory"
(V-Lab) for
introductory practical
studies of human
structure and function
in the movement
sciences.
Descriptive
An
online
questionnaire,
telephone
interviews
Provided opportunities for students to carry

out fitness testing online via an interactive
program. To develop V-Lab, a combination
of both HTML pages and Director
applications were used and delivered via
Shockwave technology V-Lab, QT virtual
reality. (VR) movie was also used to enable
visual exploration of the laboratory
equipment. The main focus of the evaluation
was on the initial use of V-Lab in the level
Poindexter &
Heck, (1999)
Rice et
(1999)
al.
situations in which they needed technical

assistance.
Situations
included
routine
questions about using installed applications as
well as issues specific to remote labs including
connectivity and performance. Instructors can
design and deploy complex exercises and
assignments employing a variety of virtualized
hardware platforms, operating systems, and
networks.
The sample was 20 of university students
between 6th and 9th semester with majors in
electrical engineering, computer science or
mechatronics. A total of 20 subjects enrolled in
a robotics basic course participated in the study.
Dividing
students
randomly
into
an
experimental group that used the distributed
environment
participating
in
several
competitions; and a control group that only
practiced with the individual experiments in the
virtual laboratory.
Models of web sites for consideration were
demonstrated to suggest what could be done,
and
offer
introductory
steps
for
implementation. Improving students' own
design, and hear some tips on the hurdles to
avoid. Specific applications to the controls field
were
discussed,
including
software
demonstrations and virtual and remote labs.
306 students studied the unit "Physical Activity,
Fitness and Health" used V-Lab and 66% of
them responded to the questionnaire. They were
all enrolled at one campus and 98% of them
studied in on campus mode. The majority of the
students were female (71%), aged between 17
and 19 years (86%), most had studied Physical
Education at VCE level (78%) and believed
they were sufficiently experienced to enable
them to use V-Lab quite comfortably.
182
Appendices
Identify some of the

key elements of the
development process
for V-Lab
Rong et
(2005)
al.
Scheckler
(2003)
Sommer, B. &
Sommer, R.
(2003)
Steidley
Bachnak
(2005)
&
StuckeyMickell
&
StuckeyDanner (2007)
one unit "Physical Activity Fitness and

Health". 25% of students were inexperienced
and this equates roughly with the number
who did not enjoy using computers (24%).
Design and develop a

web-based circuit
virtual laboratory for
undergraduate student
courses (engineering
education).
Development
Attitudes
questionnaire,
content analysis
Give specific
guidelines for
assessing usage of
Virtual Lab.
Describe the
development and
outcome of
an online laboratory
section for a lower
division research
methods course.
Descriptive
Interview
Experiment
Open-ended
questionnaire
Design and
development of a VLab environment and
a prototype
experiment.
Allow students to
perform experiments
from remote locations
using a web browser.
Investigate student
perceptions of virtual
biology labs used in
two online
Descriptive
Content analysis
Descriptive
Online survey
The results had been refreshed in real time;

the system had been tested by students via a
survey concerning enhancing understanding,
improving operational skill, promoting
learning interest and inspirits innovation. The
result showed positive attitudes towards the
system. More than up to 95% students hold
positive attitude.
The simulations were developed, many of the
exercises could be done in a lab situation to
allow the students to observe and conclude.
Producing and developing a prototype for a

web-based circuit virtual laboratory for
undergraduate students was presented. The four
most important components in the project were
the working panel for digital circuit design, the
experimental instruments for getting outputs,
communication panel for group collaboration
and a user management panel.
A Commercial online lab in Biology is the 2D
virtual lab which hosted interactive exercises
matched with a popular introductory text book.
The students in the virtual class did not differ

from the rest of the class, nor did their scores
differ significantly from those of 12 students
who had requested the section but could not
be accommodated. The mean ratings of the
section leader, value of the exercises, and
value of the section. There were significant
differences across the mean ratings of the
section leaders. Two students mentioned the
advantage of more equal participation.
The system served as a communication tool.
allocating the secure access of students to
experiments, and controls the view of web
pages by users. A front panel in Lab VIEW
displays the results and allowed storage of
acquired data for later processing. Employing
the video camera to monitor experiments
enhances the learning process.
The four-unit course enrolls 250 to 300 students

every quarter with 3 hr of lecture and a required
1-hr laboratory per week with section size
limited to about 15 students. The goal of the
laboratory section was to provide students with
hands-on experience in using the methods
described in the lectures. The students chose to
take the online section could be a factor in the
favorable evaluation.
Findings indicated that though most students

(86.9%) perceived the F2F laboratories as
more effective than the virtual laboratories
across several criteria, many of them (60.8%
The participants were 38 students enrolled in

two online introductory biology courses, at a
community college. An email invitation for
survey participation was sent to all 38 students
The implementation of a digital video camera

that offers real time images on the published
front panel was also described. In the
experiment, students were able to see the LED
in the lab turning on when the measured
temperature goes over a high temperature limit.
The system was functional using either
Netscape or Internet Explorer.
183
Appendices
introductory biology
courses.
Subramanian
&
Marsic
(2001)
Present software
architecture for
development of
virtual laboratories.
Developing several
virtual
Laboratories for cell
division, virtual
microscopy, etc.
Report experience in
developing and
deploying such virtual
laboratories.
Development
Observation,
Content analysis
Summers
al. (2005)
Describe the
development and
implementation of a
virtual computer lab
for teaching online
information assurance
classes.
Providing an
opportunity for
students to do handson security
assignments.
Present evidence for
the educational
Descriptive
Transcripts
about
Students views.
Quasiexperiment
Questionnaire
to study habits
et
Swan
&
ODonnell,
on one criterion) perceived the virtual

laboratories as effective as well. The virtual
laboratories involved a series of pointing and
clicking to manipulate virtual lab equipment.
The Program produced quantitative data for
students to analyze. For the analysis, students
answered Questions, which were submitted as
the laboratory assignment.
Students had a positive attitude towards the
lab on mitosis. Of the 18 students who were
surveyed, 15 commented on the usefulness of
the simulations in explaining the different
stages of mitosis via the dynamic
representations and simulations that were
embedded in this lab. Students liked the
possibility of doing replay and watch the
process as many times as they needed. Also,
the exercises and feedback provided were
considered a positive feature. In reflecting on
the usefulness of the spectrophotometer
simulation, the students enjoyed the
individual and practice. The experience
would help them with their lab practical
exams as well as fine-tune their skills in
operating the spectrophotometer in the actual
lab.
The feedback from the students at the end of
the course was extremely positive. The
students were in the lab, they had access to
all of the devices physically located in the
lab. This design allowed the students to
access the network remotely without
requiring physical access to the lab and the
devices in the lab. Students were able to
access the SAIL lab network securely. The
Internet connection in the lab was to the VPN
Concentrator which was configured to
prevent the transmission of executables.
The results indicated that self-selected users
of the virtual laboratories out performed non-
and 60.5% replied to the survey. The group was

also ethnically diverse; Consisting of 47.8%
African American, 34.8% Caucasian, 13%
International (European) and 4.3% Asian
students. Most participants were not Biology
majors (n=22) and were studying in a variety of
disciplines.
The design presented used in developing tools
to support scientific laboratories that allow
sharing unique or expensive instruments. An
important missing component is safety and
security for safe operation of an instrument
coupled with user authentication, privacy, and
integrity of data communication. Both of these
are part of our continuing work. Supporting
collaborative work was discussed as well,
scientific collaboratories enabled researchers to
work together across geographic and
organizational boundaries to solve complex,
Interdisciplinary problems and to have access to
remote resources. Students through virtual lab
could collaboratively perform Experiments and
share and compare their results.
The hardware and software configuration of
virtual computer lab were described, as well as
several of the assignments that have been tested
in an online classroom environment. These
assignments included Data Confidentiality,
Data Availability, Data Integrity, Data
Encryption in a Windows environment,
Password Policy (and cracking) in addition to
security policies.
Students stated that they preferred to use the

VBLs as a way to preview the material that
184
Appendices
(2009)
efficacy of the VBL

and its effect on
students learning by
comparing the scores
and grades of the selfselected group of
users with students in
the non-user group.
and attitudes,
studentinterviews
on
usability issues
Way (2006)
Describe
the
implementation
of
designed laboratory
model to encourage
computer
science
undergraduates
to
actively
pursue
collaborative research
with other students.
Descriptive
Focus groups
Yang & Heh,

(2007)
Investigate
and
compare the impact of
Internet
v-physics
laboratory
(IVPL)
instruction
with
traditional laboratory
instruction
in
academic
achievement
of
physics, Performance
of science process
skills and computer
attitudes of tenth
grade students.
QuasiExperiment
Pre/Post
test,
attitudes scale
users on laboratory practical exams and on

items relevant to the laboratories included on
the final practical exam but not on the final
exam or other tests. A second comparison of
two groups of users and non-users,
coordinated by their results on the first hourly
exam confirmed the findings. The finding that
the users were more successful than the nonusers could not be supported by a conclusion
that the students had initial differences in
quality. Users expressed positive attitudes
toward the virtual Laboratories.
The formation of the ACT Lab has increased
student interest in undergraduate research,
contributing to our departments efforts to
boost student participation through partial
research scholarships, research seminars and
inclusion of undergraduates in funded
research projects. Positive feedback from
graduates who participated in a classroom
implementation of this applied approach to
research has been encouraging.
Results showed improving of students
academic achievement and science process
skills in physics, No significant difference in
computer attitudes between the groups. It
would support the secondary students
understanding abstractive physics concepts,
cooperative problem solving processes when
doing
physics
experiments,
and
supplementing the lack of equipment in the
school.
they would encounter in the traditional

laboratories. Students also believed that using
the VBLs enhanced their experience during the
traditional laboratories because they gained the
prior knowledge necessary to learn from and
understand the content of their traditional
laboratories. The research design involved an
initial evaluation of two groups of students:
those who chose to use the virtual laboratories
(users) and those who did not (nonusers),
because students had the option of whether or
not to use the virtual laboratories on their own.
Undergraduate students who performed
research benefit greatly from the experience,
yet achieving high levels of voluntary
participation remains an elusive goal. By
creating a virtual laboratory, such as the ACT
Lab, undergraduate students can be drawn into
research by providing a personal stake in all
aspects of a project. The model, which relied
on a web site as its focus, is presented along
with the results of one year of active research.
Twelve tenth grade students were selected
randomly from a high school different from the
sample school who attempted all four
experiments in the IVPL (every three students
as a group to perform out an experiment).
Suggestions received. There was some change
in the content, but the number of experiments
remained the same.
185
Declaration
Declaration
PhD Dissertation: The Impact of a Web-Based Virtual Lab on the Development of
Students' Conceptual Understanding and Science Process Skills
I herewith declare that I have produced this research without the prohibited assistance of
third parties and without making use of aids other than those specified; notions taken
over directly or indirectly from other sources have been identified as such. This study
has not previously been presented in identical or similar form to any other German or
foreign examination board.
The Dissertation work was conducted from May 2007 to October 2010 under the
supervision of Prof. Dr. Thomas Khler at faculty of Education.
I declare that I have not undertaken any previous unsuccessful doctorate proceedings.
I declare that I recognize the doctorate regulations of the faculty of Education at
Dresden University of Technology.

Hassan A. El-Sabagh
186
Declaration
Erklrung
gem 6, Absatz 2 der Promotionsordnung der Fakultt Erziehungswissenschaften,
Technische Universitt Dresden vom October 2010
Hiermit versichere ich, dass die vorliegende Arbeit ohne unzulssige Hilfe und ohne
Benutzung anderer als der angegebenen Hilfsmittel angefertigt wurde. Die aus fremden
Quellen direkt oder indirekt bernommenen Gedanken sind in der Arbeit als solche
kenntlich gemacht.
Bei der Auswahl und Auswertung des Materials sowie bei der Herstellung des
Manuskriptes haben mich untersttzt. Weitere Personen waren bei der geistigen
Herstellung der vorliegenden Arbeit nicht beteiligt, insbesondere wurde auch nicht die
Hilfe eines Promotionsberaters in Anspruch genommen. Dritte haben weder unmittelbar
noch mittelbar geldwerte Leistungen fr Arbeiten erhalten haben, die im
Zusammenhang mit dem Inhalt der vorgelegten Dissertation stehen.
Ich versichere, dass die vorgelegte Arbeit weder im Inland noch im Ausland in gleicher
oder in hnlicher Form einer anderen Prfungsbehrde zum Zwecke einer Promotion
oder eines anderen Prfungsverfahrens vorgelegt und auch noch nicht verffentlicht
wurde.

Hassan A. El-Sabagh
187

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The Impact of a Web-Based Virtual Lab on

the Development of Students' Conceptual

Dissertation submitted for the degree of

Prof. Dr. Thomas Khler

Prof. Dr. Ralf Vollbrecht

Day of submission: 25.10.2010

Abstract in German Language

Grundschulstudenten zu vergleichen. Mit einem didaktischen Design-Modell entwickelt

wissenschaftlichen prozessfhigkeiten wurden verwendet um Daten zu sammeln. Die

prozessfhigkeiten von Mnnern und Frauen innerhalb der experimentellen Gruppe.

INTRODUCTION TO THE STUDY ................................................................... 1

THE EDUCATIONAL SYSTEM AND TECHNOLOGICAL DEVELOPMENT IN THE

RESEARCH PROBLEM ......................................................................................... 5

RESEARCH AIMS ................................................................................................ 7

ORIGINAL CONTRIBUTION TO KNOWLEDGE ........................................................ 7

EXPLANATION OF TERMS ................................................................................... 8

PROJECT PLAN ................................................................................................... 8

THEORETICAL FOUNDATION OF VIRTUAL LAB AND SCIENCE

THE VIRTUAL LAB AS AN INSTRUCTIONAL TECHNOLOGY TOOL: A REVIEW OF

PREVIOUS RESEARCH ................................................................................................... 11

Purpose and questions of this review ................................................................................. 12

Method of literature review ................................................................................................ 13

2.2.3.1. Searching and selection procedures ................................................................................ 13

Results of literature review ................................................................................................. 14

2.2.4.1. Uses of Virtual Labs........................................................................................................ 14

2.2.4.3. Data collection methods .................................................................................................. 20

Discussion and conclusion ................................................................................................. 30

Limitations of previous empirical studies ........................................................................... 31

Suggestions for future research .......................................................................................... 32

THREE DIMENSION (3D) GRAPHIC AND LEARNING PROCESS ............................. 33

THE CONCEPTS AND SCIENCE PROCESS SKILLS IN SCIENCE EDUCATION......... 36

Scientific concepts .............................................................................................................. 36

Concept Definition .................................................................................................... 37

Graphic Organizers and Concept Understanding ...................................................... 37

Science process skills.......................................................................................................... 39

Taxonomy of science process skills .......................................................................... 40

Technology and science process skills ...................................................................... 42

RESEARCH HYPOTHESES .................................................................................. 43

WHAT RESEARCH IS NECESSARY TO GO FORWARD? ......................................... 43

DESIGN OF A WEB-BASED VIRTUAL LAB AS A RESEARCH

THE INSTRUCTIONAL DESIGN .......................................................................... 45

The concepts list............................................................................................................. 47

Science Process Skills .................................................................................................... 49

Learning Goals and Learning Objectives ...................................................................... 50

FIRST PHASE: THE ANALYSIS ...................................................................... 46

SECOND PHASE: DESIGN .............................................................................. 51

THIRD PHASE: DEVELOPMENT ..................................................................... 53

FORTH PHASE: IMPLEMENTATION ................................................................ 55

FIFTH PHASE: EVALUATION ......................................................................... 55

RESEARCH METHODS AND PROCEDURES .............................................. 57

METHODOLOGY OF THE STUDY ........................................................................ 57

VARIABLES OF THE STUDY ............................................................................... 58

EVALUATION INSTRUMENTS ............................................................................ 58

Conceptual Knowledge Test ............................................................................................... 58

SPS Test .............................................................................................................................. 60

Validity and reliability of measures .................................................................................... 60

Experimental treatment and procedures............................................................................. 63

Data collection of research ................................................................................................ 66

Data processing .................................................................................................................. 66