Intrinsic and extrinsic motivation among students for laboratory courses - Assessing the impact of virtual laboratories

Understanding the role of motivation in engaging students in laboratory skill education is crucial for learning and academic achievement. Physical laboratories in science are considered experiential learning environments where students develop high-level conceptual learning. Attitudes towards these laboratories affect the efficacy of skill training. Due to the COVID-19 pandemic, computer-based virtual laboratories (VL) had emerged as a potential medium for skill training and experimentation, compatible with lockdown restrictions. However, there remains a significant gap in VL adoption due to the lack of awareness and familiarity of VL amongst teachers and students. This study examined the key motivational factors impacting the efficacy of VLs to teach students laboratory skills and tasks. The survey-based data for the study was collected using an intrinsic motivation inventory (IMI) scale, self-reported survey responses for extrinsic factors, and a teachers' VL perception scale. Independent sample t-test and automatic linear modeling (LINEAR) were used to analyze the data. The findings show that the animated graphic learning materials of VLs had a higher impact on students' intrinsic motivation than the e-book learning materials. The role of teachers was also crucial in increasing students' motivation levels for performing laboratory experiments using VL. the results also indicate performing VL experiments for longer durations or multiple times, positively influenced students' laboratory performance.

Mathematical Modeling of Severe Acute Respiratory Syndrome Coronavirus 2 Infection Network with Cytokine Storm, Oxidative Stress, Thrombosis, Insulin Resistance, and Nitric Oxide Pathways.

Coronavirus disease 2019 (COVID-19) caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) infection is a systemic disease affecting not only the lungs but also multiple organ systems. Clinical studies implicate that SARS-CoV-2 infection causes imbalance of cellular homeostasis and immune response that trigger cytokine storm, oxidative stress, thrombosis, and insulin resistance. Mathematical modeling can offer in-depth understanding of the SARS-CoV-2 infection and illuminate how subcellular mechanisms and feedback loops underpin disease progression and multiorgan failure. We report here a mathematical model of SARS-CoV-2 infection pathway network with cytokine storm, oxidative stress, thrombosis, insulin resistance, and nitric oxide (NO) pathways. The biochemical systems theory model shows autocrine loops with positive feedback enabling excessive immune response, cytokines, transcription factors, and interferons, which can imbalance homeostasis of the system. The simulations suggest that changes in immune response led to uncontrolled release of cytokines and chemokines, including interleukin (IL)-1ß, IL-6, and tumor necrosis factor α (TNFα), and affect insulin, coagulation, and NO signaling pathways. Increased production of NETs (neutrophil extracellular traps), thrombin, PAI-1 (plasminogen activator inhibitor-1), and other procoagulant factors led to thrombosis. By analyzing complex biochemical reactions, this model forecasts the key intermediates, potential biomarkers, and risk factors at different stages of COVID-19. These insights can be useful for drug discovery and development, as well as precision treatment of multiorgan implications of COVID-19 as seen in systems medicine.

What virtual laboratory usage tells us about laboratory skill education pre- and post-COVID-19: Focus on usage, behavior, intention and adoption.

COVID-19 pandemic has brought uncertainty in educational response, skilling methods, and training practices among teachers and institutions. Even before the pandemic shutdowns, the incorporation of virtual laboratories within classroom education had brought transformations in teaching laboratory courses. Virtual laboratories were integrated as training platforms for complementing learning objectives in laboratory education especially during this pandemic imposed shutdown. In context of suspended face-to-face teaching, this study explores the role of virtual laboratories as Massive Open Online Courses (MOOCs) in ensuring the continuity of teaching-learning, providing alternative ways for skill training from home. As an innovative approach, the study presents push-pull mooring theory to analyze switching intention of users from offline conventional education to online education. The study explores the complements of physical experiments brought in with animations, simulations, and remote laboratory set-ups for providing skill trainings to learners. To test whether virtualization techniques have global impact in education sector, the study included a comparative analysis of student users during the academic year 2019 (before-COVID) who had a blended approach of learning and those of the year 2020 (post-COVID), with remote learning. Initial before-COVID behavioral analysis on university students (n = 1059) indicated the substantial popularity of virtual laboratories in education for skill training and instructor dependency. Usage adoption of virtual laboratories increased during the pandemic-imposed lockdowns and learners were being less instructor dependent. 24% of students accessed more 10 times a week without the instructor being present and overall, 90% contributed to a minimum of 5 usages a week. In terms of Kolb's learning styles, most of the virtual laboratory learners were assimilators. The results suggest virtual laboratories may have a prominent role in inquiry based and self-guided education with minimum instructor dependency, which may be crucial for complementing practice skills and planning online tools to add to this post-COVID-19 teaching and learning scenarios.