Process and learning outcomes from remotely-operated, simulated, and hands-on student laboratories

A large-scale, multi-year, randomized study compared learning activities and outcomes for hands-on, remotely-operated, and simulation-based educational laboratories in an undergraduate engineering course. Students (N = 458) worked in small-group lab teams to perform two experiments involving stress on a cantilever beam. Each team conducted the experiments in one of three lab formats (hands-on, remotely-operated, or simulation-based), collecting data either individually or as a team. Lab format and data-collection mode showed an interaction, such that for the hands-on lab format learning outcomes were higher when the lab team collected data sets working as a group rather than individually collecting data sets to be combined later, while for remotely-operated labs individual data collection was best. The pattern of time spent on various lab-related activities suggests that working with real instead of simulated data may induce higher levels of motivation. The results also suggest that learning with computer-mediated technologies can be improved by careful design and coordination of group and individual activities.

► Hands-on, remote, and simulation-based educational laboratories were compared.
► A large-scale randomized study examined process, motivational, and learning outcomes.
► Remotely-operated and hands-on labs increased time spent in data analysis and writing.
► Design of the group tasks interacted with lab format in determining effectiveness.