2 results
Search Results
Now showing 1 - 2 of 2
Item Open Access EXPLORING THE EFFICACY OF VIRTUAL LABORATORY SIMULATIONS IN ENHANCING STUDENT LEARNING OUTCOMES(Faculty of Education & Humanities, 2024) Alikhan S.; Zharylkassyn U.Virtual laboratory has become an essential tool to provide Physics subject.VL can be a great accelerator for delivering complicated and abstract topics in Physics.The study was performed to understand if a virtual laboratory-based teaching method is effective on student’s academic achievement in Physics lesson.This study concentrated on academic performance of grade 8 students of Al Farabi lyceum, school year 2023-2024.The method used in the article is quasi-experimental.The sample divided to experimental group and control group.In the EG lessons provided by using VL and in the CG provided as traditional lesson.To measure students academical achievement participants passed pre-post tests. The study's findings suggested that students learning outcomes might be enhanced by simulation-based activities. Furthermore, it was shown that the majority of students thought highly of the virtual laboratory activities.Item Open Access Researching the user experience of students with special educational needs using virtual chemistry laboratories(SDU University, 2025) Assel Absattarova; Halit Yilmaz Satilmis; Danara Raikhanova; Gulmira BekenovaStudents with special educational needs often face significant barriers in chemistry lessons, especially in traditional chemical laboratory settings. Currently, this work is relevant because it is aimed at identifying key barriers preventing their participation in chemistry lessons, as well as studying the perception of a virtual laboratory by students with special educational needs. The aim of the work was to investigate what obstacles students with disabilities face in traditional chemistry lessons and how their experience changes when using a virtual laboratory. Open interviews with seven students with disabilities were processed using the method of thematic analysis. The analysis revealed four main barriers in the traditional learning format: 1) accelerated pace of material submission, 2) lack of practical interaction, 3) physical limitations, 4) emotional and emotional limitations. The virtual laboratory has overcome these obstacles by providing security, individual pace of work, multimodal visualization, and an enhanced sense of meaningful participation. The participants noted an increase in self-confidence, a decrease in anxiety in the classroom and an increase in motivation for the subject. The results confirm the potential of virtual environments as an inclusive tool that promotes equal participation of all students in a unified educational process.