A comparison of students' conceptual understanding of electric circuits in simulation only and simulation‐laboratory contexts

By Tomi Jaakkola, Sami Nurmi, Koen Veermans. 2011

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Physical and Virtual Laboratories in Science and Engineering Education (2013, background): “Also, Jaakkola et al. (11) found an advantage for students who conducted physical and virtual experiments over those conducting virtual experiments alone for sixth grade students learning about electric circuits on a measure of conceptual knowledge.”
Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research (2015, result): “Likewise, studies have also produced data supportive of blended labs being more effective than NTL alone (Jaakkola, Nurmi, & Lehtinen, 2010; Jaakkola et al., 2011; Olympiou & Zacharia, 2012).”
Conceptual Understanding of Electrical Circuits in Secondary Vocational Engineering Education: Combining Traditional Instruction with Inquiry Learning in a Virtual Lab (2013, background): “Students are presented with facts, definitions, and laws, and they are taught equations that can be used to solve standard circuit problems (Frederiksen et al., 1999; Gunstone et al., 2009; Jaakkola et al., 2011; McDermott & Shaffer, 1992).”
Virtual and remote labs in education: A bibliometric analysis (2016, background): “Regarding the particular advantages virtual labs have, they support experimentation about unobservable phenomena, such as thermodynamics, chemical reactions, or electricity [31, 32, 33, 34, 35, 36, 37].”