Evaluating the benefits of virtual laboratory simulations for biomolecular science students

Introduction: A key component of Biomolecular Science degrees is to support students’ learning of how to plan and perform a range of scientific techniques. Due to time, cost, and safety constraints, giving students hands-on experience with every practical technique is not always possible. To provide students with a well-rounded education we have introduced virtual lab simulations from Labster™ to supplement in-person classes.
Methods: First-year Biomolecular Science students at the University of Strathclyde attended an in-person practical laboratory class where they learnt the basic principles of an enzyme-linked immunosorbent assay (ELISA). Following this, students were encouraged to complete a Labster™ simulation about ELISAs. Elements of the lab class and the optional material in Labster™ were assessed by short answer questions (SAQ). In this study, the results of the students who completed the virtual simulation were compared to the students who did not.
Results/Discussion: In a class of 158 students, only 70 students (44%) fully completed the ELISA simulation. Of this, 91% (64 students) of students reported that they gained knowledge by completing the simulation. Students who engaged with the optional material achieved significantly (p=0.004, Students t-test) higher grades (median grade 64.5%) than the students who did not engage (60%) when assessed by SAQ. Interestingly, students who completed the simulations also receives significantly higher grades in unrelated pieces of assessment.
Conclusion: By completing virtual laboratory simulations, students reported increased knowledge about the technique and attained higher grades for related assessments. When properly integrated into the curriculum Labster™ could be a useful teaching tool but it remains a challenge to encourage students to engage with the additional guided material.