Exploring the Pedagogical Implications of Virtual Labs: A Case Study of the Ward Design Project

Abstract

Virtual labs (VLs) are increasingly transforming education, replacing or supplementing traditional labs in response to technological advances and remote learning demands. This study explores how adopting 3D VLs, Ward Design in our case, affects lecturers' teaching and students' learning experiences, focusing on areas like engagement, contextual learning, and collaborative learning. In this study, we draw on Dalgarno and Lee's model for virtual learning environments (VLEs) as the framework for our analysis. Qualitative research methods informed our exploration. Findings reveal VLs' positive impact on diverse 'Learning Benefits'. VLs can significantly enhance student engagement by offering an interactive and self-paced learning experience. Additionally, VLs provided opportunities for contextual learning, enabling students to apply skills in realistic, virtual settings. However, limitations in replicating collaborative learning and organic, real-world exploration within virtual environments were noted. The study also highlighted various challenges associated with cognitive load, such as the unfamiliarity of the technology, technical difficulties, and discomfort with VR tools, all of which at times hindered the learning experience. Our findings suggest that combining VLs with physical field trips could optimise the learning experience, addressing these limitations. This study contributes to the understanding of VLs' potential and challenges in education, informing their effective implementation to enhance teaching and learning.