INTERVIEW WITH DIGITAL SIMULATION USER

Introduction to Simulations in Teaching

• Caroline Smith from the University of Westminster is a senior lecturer.

• Focus on using simulations in her classes to enhance learning.

The Implementation of Simulations

• Initial Awareness: Recognized simulations as beneficial resources for students.

• First Simulation: Used to supplement teaching in analytical chemistry.

  • Traditional methods are time-consuming and unengaging for students.

  • Simulations allow students to alter conditions (e.g., solvents, temperatures) rapidly, producing analytical charts.

  • More engaging compared to lengthy lecture explanations.

Feedback and Transformation

• Positive Student Feedback:

  • Improved understanding and application of techniques in real-life situations.

  • Increased confidence in laboratory settings.

• Meta-Analysis of Student Quotes:

  • Virtual Simulation Benefits:

    • Good practice before wet lab work.

    • Interactive nature helps consolidate knowledge.

  • Limitations:

    • Some students found simulations time-consuming and not fully preparatory for real lab work.

Engagement Strategies

• Initial Challenges with Uptake:

  • Low engagement when simulations assigned individually.

• New Approach:

  • Conduct simulations as a group activity.

  • Incorporate simulations into formative assessments (3-4% of total marks).

• Engagement with Less Active Students:

  • Emphasize participation from all students, not just the engaged ones.

Balancing Virtual and Practical Labs

• Student Feedback on Simulations:

  • Simulations prepare students but should not replace wet labs.

  • Importance of real lab experiences for biological science students.

  • Enhanced engagement in wet labs due to preparation from simulations.

• Preferred Learning Model:

  • Avoid direct transition from lecture to lab without prior preparation.

Evaluating Effectiveness of Simulations

• Evaluation Methods:

  • Surveys to gauge student opinions on simulations.

  • Focus groups for in-depth discussions on the impact of simulations on learning.

• Importance of Evidence:

  • Analyze the effectiveness of new teaching tools to assess their impact on student learning.