Italian Journal of Health Education, Sports and Inclusive Didactics
VIRTUAL INTERACTIVE LABS TO IMPROVE ONLINE EDUCATIONAL EXPERIENCES: PROTOTYPING A SERIOUS GAME FOR DEVELOPMENTAL PSYCHOLOGY STUDENTS
Abstract
Virtual labs are gaining relevance in education,offering interactive environments that replicate real life situations in a controlled way.Studies show that such labs can be as effective as traditional ones in learning processes,allowing students to achieve similar results to physical experimental settings.In this framework is LEILA,a virtual laboratory designed to experiment and teach learning theories and practices.Using advanced digital technologies,it allows to conduct experiments and analyse cognitive processes in simulated educational environments.LEILA follows a didactic path:introductory videolesson,interactive screen,serious game,evaluation questionnaire.This approach improves theoretical understanding and develops practical skills through simulations of real psychopedagogical situations.The integration of LEILA into courses represents a step forward in adopting innovative teaching strategies,utilizing digital technologies to enhance the effectiveness of teaching and learning.
Full Text:
PDFReferences
Alkan, C., Deryakulu D., Simsek N., (1995). Ogretim teknolojilerine giris “Disiplin Sürec urun”. Ankara: Onder Matbaacılık.
Bonde, M. T., Makransky, G., Wandall, J., Larsen, M. V., Morsing, M., Jarmer, H., & Sommer, M. O. (2014). Improving biotech education through gamified laboratory simulations. Nature biotechnology, 32(7), 694-697.
Conole, G. (2012). Designing for learning in an open world (Vol. 4). Springer Science & Business Media.
Dale, E. (1969). Audiovisual methods in teaching.
De Jong, T., Linn, M. C., & Zacharia, Z. C. (2013). Physical and virtual laboratories in science and engineering education. Science, 340(6130), 305-308.
Finestrone, F., Limone, P., & Peconio, G. (2023). Nuovi scenari di progettazione educativa: esperienze di didattica immersiva. IUL Research, 4(7), 190-203.
Garrett, T. (2008). Student-centered and teacher-centered classroom management: A case study of three elementary teachers. The Journal of Classroom Interaction, 34-47.
Huang, H. M., Rauch, U., & Liaw, S. S. (2010). Investigating learners’ attitudes toward virtual reality learning environments: Based on a constructivist approach. Computers & education, 55(3), 1171-1182.
İsman, A., Baytekin, C., Balkan, F., Horzum, B., Kiyici, M. (2002). fen bilgisi egitimi ve yapisalci yaklasim. The Turkish Online Journal of Educational Technology – TOJET, 1(1), Article 7.
Jonassen, D. H., & Rohrer-Murphy, L. (1999). Activity theory as a framework for designing constructivist learning environments. Educational technology research and development, 47(1), 61-79.
Kiyici, G., Yumusak, A., (2005) Fen bilgisi laboratuari dersinde bilgisayar destekli etkinliklerin ogrenci kazanimlari uzerine etkisi; asit-baz kavramlari ve titrasyon konusu ornegi, The Turkish Online Journal of Educational Technology – TOJET. 4(4) Article 16
May, M., & Achiam, M. (2013). Virtual Laboratories in Chemistry, Biochemistry, & Molecular Biology.
Ozdener, N. (2005) Deneysel ogretim yontemlerinde benzetisim (simulation) kullanimi The Turkish Online Journal Of Educational Technology – TOJET. 4 (4) Article 13
Rodrigues, S. (1997). Fitness for purpose: A glimpse at when, why and how to use information technology in science... Australian Science Teachers Journal, 43(2).
Rossi, M., Peconio, G., & Toto, G. A. (2023). Nuovi scenari didattici: l’Augmented Learning ed esperienze di Realtà Virtuale ed Aumentata per la promozione di una didattica inclusi-va. Annali online della Didattica e della Formazione Docente, 15(25), 608-622.
Selvakumar, S., & Sivakumar, P. (2023). IMMERSIVE LEARNING: UNLOCKING THE FUTURE OF EDUCATION. EduSpectra, 12.
Tekdal, M. (2002). Etkilesimli fizik simulasyonlarinin gelistirilmesi ve etkin kullanilmasi, V. Ulusal Fen Bilimleri Ve Matematik Egitimi Kongresi, ODTÜ, Ankara, Turkey
Windschitl, M., & Andre, T. (1998). Using computer simulations to enhance conceptual change: The roles of constructivist instruction and student epistemological beliefs. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 35(2), 145-160.
Zafeiropoulos, V., Anastassakis, G., Orphanoudakis, T., Kalles, D., Fanariotis, A., & Fotopoulos, V. (2023, September). The V-Lab VR Educational Application Framework: A Beacon Application of the XR2Learn Project. In Proceedings of the 25th International Conference on Mobile Human-Computer Interaction (pp. 1-4).
Zemelman, S., Daniels, H., & Hyde, A. A. (1998). Best practice: New standards for teaching and learning in America's schools. (No Title).
DOI: https://doi.org/10.32043/gsd.v9i1.1292
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 ITALIAN JOURNAL OF HEALTH EDUCATION, SPORT AND INCLUSIVE DIDACTICS
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Italian Journal of Health Education, Sports and Inclusive Didactics
ISSN printed: 2532-3296
E- ISSN: 3103-5744