University Learners’ Motivation and Experiences Using Virtual Laboratories in a Physics Course

Gülgün Afacan Adanır; Azat Akmatbekova; Gulshat Muhametjanova

doi:10.21432/cjlt28161

Authors

Gülgün Afacan Adanır Ankara University https://orcid.org/0000-0002-0832-1808
Azat Akmatbekova Kyrgyz-Turkish Manas University https://orcid.org/0000-0003-3993-4938
Gulshat Muhametjanova Kyrgyz-Turkish Manas University https://orcid.org/0000-0001-9423-6302

DOI:

https://doi.org/10.21432/cjlt28161

Keywords:

virtual lab, Physics, motivation, experience, attitude

Abstract

It is becoming necessary to examine learners’ use of and experiences with virtual laboratories. Learners’ interest and motivation to use virtual laboratories are important factors for the success of these platforms. This study was conducted to analyze Kyrgyz learners’ use of virtual laboratories in a physics course at the university level. The study was performed in the 2019–2020 spring term at a state university in Kyrgyzstan. The study took a quantitative approach, with 376 Kyrgyz learner participants studying at the undergraduate level. The participants were divided into three groups: the first and second used different virtual laboratory platforms, while the third was involved in face-to-face labs. Quantitative data were collected using an online questionnaire which consisted of items related to demographic characteristics, motivation and experience, and physics laboratory attitudes. The results demonstrated differences among the groups regarding factors of motivation and experience. In addition, learners’ physics laboratory attitudes differed with respect to gender and grade point average (GPA) factors.

Author Biographies

Gülgün Afacan Adanır, Ankara University

Gülgün Afacan Adanır is an instructor at Ankara University Open and Distance Education Faculty. She gained her PhD from Middle East Technical University (METU) Information Systems in February 2016. Her research interests include distance education, learning analytics, e-government, and technology integration in education.

Azat Akmatbekova , Kyrgyz-Turkish Manas University

Azat Akmatbekova is an academic specialist in the department of Mathematics in Kyrgyz-Turkish Manas University, Kyrgyzstan after receiving her Bachelor of Science in Physics from Kyrgyz Russian Slyavic University, Bishkek, in 2000. Her research interests include physics education, e-learning, and instructional methodologies of STEM education.

Gulshat Muhametjanova , Kyrgyz-Turkish Manas University

Gulshat Muhametjanova is Assistant Professor at Applied Mathematics and Informatics department in Kyrgyz-Turkish Manas University. She received B.S. in Computer Engineering from Kyrgyz-Turkish Manas University in 2004 and a PhD in Computer Education and Instructional Technologies from METU in 2014. Her research interests include technology integration, e-learning, social networking.

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