Use of Virtual Labs in Health Sciences Degrees

Abstract

Internet-based instruction is currently a commonplace practice in higher education. Not only does this trend open the possibility of blended learning, but it also allows to take into account different talents as well as different ways of learning. To this end, virtual labs, which encompass interactive simulations and animations, are excellent tools to develop diverse key competences and to favour self-assessment and lifelong learning. Nowadays there is an alarming decline in young people’s interest for science studies. This problem may well be especially controversial in students enrolled in Health Sciences degrees, since they consider Natural Science subjects have little to do with their future professional practice. This fact, together with an unsuitable background, may well be leading to a lack of motivation and academic failure. In this regard, we will analyse the performance of ca. 400 pupils enrolled at our university, who will be divided into different groups to carry out either virtual experiments or traditional experiments. Specifically, we will carry statistical analyses of the mean scores, level of motivation and satisfaction, acquired competences, risk of failing and the effect size comparing the use of either virtual labs or hands-on labs. As a result of our intervention, an increase in motivation is expected, as well as in scores, level of understanding and appreciation of natural science subjects. Besides, we expect to verify that the use of only virtual labs is by no means detrimental to their instruction.