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Student Performance and Perceptions in a Hybrid Laboratory Model: An Exploratory Study of Interactive Virtual Simulations and In-Person Integration in a Foundational Microbiology Course

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Title: Student Performance and Perceptions in a Hybrid Laboratory Model: An Exploratory Study of Interactive Virtual Simulations and In-Person Integration in a Foundational Microbiology Course
Language: English
Authors: Vanessa Ayer Miller (ORCID 0000-0001-7614-1959), Timothy Marks (ORCID 0000-0001-7444-469X), Dorothea K. Thompson (ORCID 0000-0002-6017-8359)
Source: Journal of Microbiology & Biology Education. 2025 26(1).
Availability: American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Microbiology, Science Achievement, Student Attitudes, Blended Learning, Computer Simulation, College Science, Undergraduate Students, Science Laboratories, Computer Uses in Education, Instructional Effectiveness, Science Instruction, Thinking Skills, Student Experience, In Person Learning
Geographic Terms: North Carolina
ISSN: 1935-7877
1935-7885
Abstract: Interest in virtual laboratory simulations as a pedagogical tool continues to grow, given the advantages of flexibility, scalability, technology integration, and interactive visualizations. We developed a laboratory model that integrates virtual lab simulations (VLS) and traditional in-person (IP) lab experiences for targeted skill development. In this study, we aimed to compare the effectiveness of VLS versus IP labs in the promotion of procedural, conceptual, and critical thinking levels of understanding. A second research objective was to explore students' perceptions in using VLS compared to IP labs in an undergraduate microbiology course. Study participants comprised students (n = 49) enrolled in a foundational microbiology course at a private university in the Fall semesters of 2022 and 2023. Identical quizzes were administered to assess learning performance of students who received the VLS first and those who completed the IP lab first. Focus group discussions were conducted, and participant responses were audio recorded for accuracy purposes, transcribed, and analyzed thematically using open and axial coding. The results indicated differences in performance scores between the VLS and IP groups were not statistically significant, suggesting both lab modalities are effective in enhancing learning. Overall, students expressed positive perceptions of VLS, noting detailed explanations, repetition, time management, and visual learning as primary benefits. Furthermore, students indicated an interest in using VLS in a hybrid structure as either a pre-laboratory exercise or a supplemental lab. These findings support the utility of a hybrid laboratory model in a foundational microbiology course for training pre-clinical students.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1469574
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Student Performance and Perceptions in a Hybrid Laboratory Model: An Exploratory Study of Interactive Virtual Simulations and In-Person Integration in a Foundational Microbiology Course
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  Data: <searchLink fieldCode="AR" term="%22Vanessa+Ayer+Miller%22">Vanessa Ayer Miller</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7614-1959">0000-0001-7614-1959</externalLink>)<br /><searchLink fieldCode="AR" term="%22Timothy+Marks%22">Timothy Marks</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7444-469X">0000-0001-7444-469X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dorothea+K%2E+Thompson%22">Dorothea K. Thompson</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6017-8359">0000-0002-6017-8359</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Microbiology+%26+Biology+Education%22"><i>Journal of Microbiology & Biology Education</i></searchLink>. 2025 26(1).
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  Data: American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe
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  Data: <searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink>
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  Data: 1935-7877<br />1935-7885
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  Data: Interest in virtual laboratory simulations as a pedagogical tool continues to grow, given the advantages of flexibility, scalability, technology integration, and interactive visualizations. We developed a laboratory model that integrates virtual lab simulations (VLS) and traditional in-person (IP) lab experiences for targeted skill development. In this study, we aimed to compare the effectiveness of VLS versus IP labs in the promotion of procedural, conceptual, and critical thinking levels of understanding. A second research objective was to explore students' perceptions in using VLS compared to IP labs in an undergraduate microbiology course. Study participants comprised students (n = 49) enrolled in a foundational microbiology course at a private university in the Fall semesters of 2022 and 2023. Identical quizzes were administered to assess learning performance of students who received the VLS first and those who completed the IP lab first. Focus group discussions were conducted, and participant responses were audio recorded for accuracy purposes, transcribed, and analyzed thematically using open and axial coding. The results indicated differences in performance scores between the VLS and IP groups were not statistically significant, suggesting both lab modalities are effective in enhancing learning. Overall, students expressed positive perceptions of VLS, noting detailed explanations, repetition, time management, and visual learning as primary benefits. Furthermore, students indicated an interest in using VLS in a hybrid structure as either a pre-laboratory exercise or a supplemental lab. These findings support the utility of a hybrid laboratory model in a foundational microbiology course for training pre-clinical students.
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  Data: 2025
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  Data: EJ1469574
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
    Subjects:
      – SubjectFull: Microbiology
        Type: general
      – SubjectFull: Science Achievement
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Blended Learning
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      – SubjectFull: Computer Simulation
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      – SubjectFull: College Science
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Science Laboratories
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      – SubjectFull: Computer Uses in Education
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Science Instruction
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      – SubjectFull: Thinking Skills
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      – SubjectFull: Student Experience
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      – SubjectFull: In Person Learning
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      – SubjectFull: North Carolina
        Type: general
    Titles:
      – TitleFull: Student Performance and Perceptions in a Hybrid Laboratory Model: An Exploratory Study of Interactive Virtual Simulations and In-Person Integration in a Foundational Microbiology Course
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            NameFull: Vanessa Ayer Miller
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            NameFull: Timothy Marks
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