SMALLTALK-80: the interactive programming environment
SMALLTALK-80: the interactive programming environment
SIGCSE '97 Proceedings of the twenty-eighth SIGCSE technical symposium on Computer science education
Isomorph-Redundancy in Sequential Circuits
IEEE Transactions on Computers
Multimedia Learning
Why distance matters: effects on cooperation, persuasion and deception
CSCW '02 Proceedings of the 2002 ACM conference on Computer supported cooperative work
Evaluating a scientific collaboratory: Results of a controlled experiment
ACM Transactions on Computer-Human Interaction (TOCHI)
Remote experiments, re-versioning and re-thinking science learning
Computers & Education
Hands-on, simulated, and remote laboratories: A comparative literature review
ACM Computing Surveys (CSUR)
Computer
Human-Computer Interaction
Advantages and disadvantages of using various computer tools inelectrical engineering courses
IEEE Transactions on Education
A multiuser virtual-reality environment for a tele-operated laboratory
IEEE Transactions on Education
An experimental environment for teaching Java security
Proceedings of the 6th international symposium on Principles and practice of programming in Java
Towards semi-automatic generation of training scenarios in industrial automated systems
Proceedings of the International Conference on Management of Emergent Digital EcoSystems
Supporting learning scenario authoring for Electronic Laboratories
Proceedings of the International Conference on Management of Emergent Digital EcoSystems
ACM Inroads
MOBILE: a MOBile instructional laboratory environment for hands-on information technology education
Proceedings of the 13th annual conference on Information technology education
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Laboratories play a crucial role in the education of future scientists and engineers, yet there is disagreement among science and engineering educators about whether and which types of technology-enabled labs should be used. This debate could be advanced by large-scale randomized studies addressing the critical issue of whether remotely operated or simulation-based labs are as effective as the traditional hands-on lab format. The present article describes the results of a large-scale (N = 306) study comparing learning outcomes and student preferences for several different lab formats in an undergraduate engineering course. The lab formats that were evaluated included traditional hands-on labs, remotely operated labs, and simulations. Learning outcomes were assessed by a test of the specific concepts taught in each lab. These knowledge scores were as high or higher (depending on topic) after performing remote and simulated laboratories versus performing hands-on laboratories. In their responses to survey items, many students saw advantages to technology-enabled lab formats in terms of such attributes as convenience and reliability, but still expressed preference for hands-on labs. Also, differences in lab formats led to changes in group functions across the plan-experiment-analyze process: For example, students did less face-to-face work when engaged in remote or simulated laboratories, as opposed to hands-on laboratories.