Jensen, D. C. (2019). A quasi-experimental examination of digital literacy and achievement of learning objectives in online versus traditional labs (Publication No. 13857617) [Doctoral dissertation, Northcentral University]. Available from ProQuest Dissertations and Theses Global database.

Abstract:

“Laboratory work is considered a fundamental component of the learning process in a science course, enabling students to interact with natural phenomena and analyze collected data. Recent technological advances have prompted the implementation of online classrooms and virtual laboratories in science education. This movement has been further supported by the digital native theory, which assumes all students born after 1980 prefer and excel in technology-based pedagogical methods. The problem is science teachers are working under the presumption that students achieve at least the same as, if not better, given their digital native characteristics, when using virtual labs versus hands-on labs in classrooms when little evidence exists to support the assumption. The current study adds to the research on the digital literacy levels of high school science students and how this measure correlates with achievement measures and perception of learning subsequent to completing a virtual simulation or hands-on laboratory experiment. Participants exhibited a range of digital native levels and a significant negative correlation was observed between the level of digital literacy and certain measures of learning achievement. Students who performed the traditional lab had significantly greater improvement on post-test scores and their preference and perception of learning was greater. The results from this study support the principles of embodiment theory; hands-on labs are necessary for the scientific learning process. The implications of these findings are that students may achieve greater learning objectives, have a preference and perceive hands on laboratories as more applicable to their education. Caution should be used in replacing traditional labs with virtual labs. The speculation that online activities are not equally beneficial in acquiring scientific content knowledge and cannot give students experience in planning an experiment, in addition to being perceived as less relevant to learning, were supported by the results of this study. Future research should be conducted on the effect of combining both modalities of learning, the impact on practical skills, and further exploration of preference and perception of learning of virtual and hands on laboratory experiments.”