Analysing Postgraduate Science Students’ Interaction with Virtual Laboratories: Insights into Experience, Preferences, and Attitudes

K. Thiyagu, Central University of Karnataka, Kalaburagi, Karnataka, India
Mary Vineetha Thomas, Central University of Kerala, Kasaragod, Kerala, India
Srinivasan Padmanaban, Central University of Tamilnadu, Thiruvarur, Tamilnadu, India
Rakhi Raj, Government Brennen College of Teacher Education, Kerala, India
Angel Rathnabai, Central Institute of Educational Technology, NCERT, New Delhi, India

https://doi.org/10.9743/JEO.2025.22.4.18

Abstract

This research investigates the attitudes and perceptions of postgraduate science students towards virtual laboratories (VLs), emphasizing their integration within science education. The study utilized a descriptive survey methodology, employing a perception rating scale to collect data from a sample of 240 postgraduate science students in Kasaragod district, India. The aim was to assess the students’ readiness and receptiveness to adopting virtual labs as a supplement or alternative to traditional laboratory settings. The scale, which showed high reliability (Cronbach’s Alpha of 0.983) and was validated through factor analysis, included items that gauged the utility, accessibility, and educational impact of VLs. Results indicate that while virtual labs are well-received for certain features such as safety and flexibility, improvements are needed to enhance their real-world applicability and educational value. The findings highlight the potential of virtual labs to significantly augment science education, suggesting that increased exposure and optimized design could improve student perceptions and effectiveness of these innovative learning environments.

Keywords: virtual laboratory, attitude, experience, preference, postgraduate students, science education