Implementation of Interactive Virtual Laboratories

Study Case Implementation of Interactive Virtual Laboratories as Learning Tools for Basic Electrical Circuits Michael Kurniawan (2018123456) University of Cincinnati, 2600 Clifton Ave, Cincinnati, OH 45221, United States kurniaml@mail.uc.edu Abstract The development of digital technology has had a major impact on education and learning, requiring adjustments to keep pace with the digital age. This study aims to develop interactive virtual laboratories as a supporting medium in the learning process. The method used is ASSURE, a technology- and media-based learning approach oriented towards classroom activities. The implementation of this model includes the preparation of materials, the selection and utilization of methods and media, and the determination of user roles in the learning process. The stages in the ASSURE method include: Analyze Learners, State Objectives, Select Methods, Media, and Materials, Utilize Media and Materials, Require Learner Participation, and Evaluate and Revise. The evaluation was conducted by involving students as end users to measure the effectiveness of the system. The results of trials involving 26 participants showed an average score of 80.13, with the highest score being 88 and the lowest being 71. A total of 13 participants received an A, while 11 others received a B. These findings indicate that the use of virtual laboratory simulations for basic electrical circuits helps students prepare themselves before conducting actual practices in the laboratory. Keywords: interactive virtual laboratory, learning media. INTRODUCTION Significant advances in hardware and software development have had a major impact on education systems. In order for education to adapt to the digital age, the application of technology as a learning medium is very important. However, conventional methods that rely solely on theory and static images in job sheets make it MICHAEL KURNIAWAN 1 Study Case difficult for students to visualize and apply concepts in a practical context, thereby reducing their understanding and interest in learning. Traditional approaches such as lectures are used as verbal communication between educators and students, accompanied by assignments and exercises (Djamarah & Zain, 2010). However, the application of technology can transform learning media from a two-dimensional format into a more attractive and interactive three-dimensional virtual media. According to Arsyad (2011), learning media is a means of conveying educational messages or information from teachers to students. Three-dimensional media has the advantage of being able to create more realistic visual representations (Dewi, 2020; Angriani et al., 2020). 3D media includes various non-projected visual forms that resemble real objects, both living and inanimate, including models or imitations that represent their original form (Daryanto, 2015). The virtual learning approach provides a more engaging and effective learning experience, especially for objects that are too small, complex, or dangerous to observe directly (Rahmi et al., 2023). A virtual laboratory is a simulated environment that allows users to conduct experiments without physical presence, using digital data and scientific references (Albu et al., 2004). The advantages of virtual laboratories include ease of use, time flexibility, safety, and improved understanding of theory and practical skills (Odeh et al., 2015). Research by Setiawan et al. (2024) shows that virtual laboratories can facilitate the practical learning process, encourage independent, interactive, and flexible learning. Meanwhile, a study by Zaturrahmi et al. (2020) identified the advantages and challenges of implementing virtual laboratories in education. Santoso & Munawanto (2020) highlighted the obstacles to learning electrical circuits and the importance of a more interactive approach. Their research results reinforce the evidence that the use of virtual laboratories can improve understanding of basic electrical concepts. Research by Veza et al. (2022) also shows that virtual laboratories can increase student motivation and engagement, help them visualize abstract concepts, and replace experiments that are difficult or risky to perform in person. This research focuses on the development of a digital-based interactive virtual laboratory that allows users to conduct three-dimensional experiments and simulations via a computer or mobile device before performing hands-on practice with real electrical components. This system helps users understand the relationships between components and basic electrical concepts through an immersive simulation experience. MICHAEL KURNIAWAN 2 Study Case To produce an effective virtual laboratory, it is necessary to select the right threedimensional devices and technology and design an attractive and user-friendly interface. A study by AY & Yilmaz (2015) shows that the majority of educators and students consider virtual laboratories to be an effective means of improving understanding and interest in learning. Various technologies such as video conferencing, email, computers, and the internet can be used to support virtual learning as needed. In this study, Android-based devices were chosen because the platform is open, supported by many free applications, and widely used (Triatmaja et al., 2021). The product developed is a web-based interactive virtual laboratory, so it can be accessed anytime and anywhere as long as the user has an Android device with an internet connection. This technology allows users to run virtual electrical simulations in preparation for real experiments. One of the main topics covered is basic electrical circuits, as this topic is generally covered in engineering laboratory practicals. The design of this virtual learning media is based on a practical job sheet containing experiment guidelines. Users can observe the functions of electrical components in three dimensions and assemble them in a virtual circuit simulation. The system was evaluated by involving students as end users to assess its effectiveness in helping conceptual understanding. The results showed that interactive virtual laboratories provide a more engaging learning experience, improve understanding, and support the effectiveness of basic electrical circuit learning. METHOD This study used the ASSURE method, which is a learning design model that emphasizes the effective use of technology and media. This method is considered simple, systematic, and easy to apply (Smaldino et al., 2019). The goal is to create an efficient and focused learning process by utilizing digital technology. MICHAEL KURNIAWAN 3 Study Case Figure 1. Research flow chart Analyze Learners At this stage, the characteristics of the learners are identified before determining the learning objectives. The analysis includes: • General characteristics of the learners, • Prior knowledge and skills, • Individual learning styles. State Objectives Learning objectives are formulated based on the competencies, skills, and attitudes to be achieved, and may refer to the applicable curriculum or syllabus. Select Methods, Media, and Materials The steps include: • Determining appropriate learning methods, • Selecting relevant supporting media, • Developing teaching materials in accordance with learning objectives. Utilize Media and Materials The implementation stages include: • Reviewing and preparing teaching materials, MICHAEL KURNIAWAN 4 Study Case • Preparing the learning environment, • Involving users in interactive learning experiences. Require Learner Participation Learners must actively participate in the learning process and provide feedback. Activities such as exercises and independent exploration increase motivation and learning effectiveness. Evaluate and Revise The evaluation was conducted on students in an electronic systems engineering technology program at a community college in the United States, with 26 participants. The assessment covered aspects of attitude, activity, circuit understanding, basic theoretical knowledge, data analysis, conclusions, as well as language accuracy and report presentation. The evaluation stages included: • Assessing student learning outcomes, • Evaluating and updating learning strategies, technologies, and media. RESULTS AND DISCUSSION This study implemented the ASSURE development model in the creation of technology-based learning products. This model consists of six main stages: Analyze Learners, State Objectives, Select Methods, Media, and Materials, Utilize Media and Materials, Require Learner Participation, and Evaluate and Revise. Analyze Learners The results of the observation show that learning activities in the Electrical Circuits course in the Electronic Systems Engineering Technology Program at a community college in the United States are still carried out using a conventional approach. Before the practicum, the instructor provides theoretical explanations and instructions on the use of tools based on a two-dimensional job sheet. There are No. additional learning media that facilitate interactive visualization of the practicum tools and materials. MICHAEL KURNIAWAN 5 Study Case Figure 2. Example of Ohm's Law Material Job Sheet State Objectives At this stage, learning objectives are set based on the core competencies that participants must achieve. These competencies include understanding basic electrical concepts and practical skills in designing and analyzing electrical circuits. The main objectives are for participants to be able to explain Ohm's law, design simple electrical circuits, and use measuring instruments correctly. An electrical circuit consists of various electronic components that are interconnected to perform specific functions. This understanding involves the analysis and design of circuits based on basic laws and principles of electrical analysis (Boylestad & Nashelsky, 2013; Floyd et al., 2021). Success is evaluated using achievement indicators that assess the effectiveness of virtual laboratories in improving student competencies. The tools and materials in Job Sheet 1 (Ohm's Law) include: • DC Power Supply, which functions to provide electrical power by converting alternating current (AC) to direct current (DC) and maintaining voltage stability (Horowitz & Hill, 2015; Alexander & Sadiku, 2018). • Analog Multimeter, to measure voltage, current, and resistance (Hambley, 2021). MICHAEL KURNIAWAN 6 Study Case • Resistors of 100 Ω and 1.2 kΩ, breadboard, and jumper wires as circuit components (Kurtz, 2021). Select Methods, Media, and Materials This stage involves selecting learning methods that are relevant to the participants' conditions. A virtual simulation-based interactive approach was chosen to provide an indepth and contextual learning experience. Students can analyze electrical circuits independently according to the job sheet through a virtual laboratory platform that provides real-time digital electronic tools and components. The system also features video tutorials, interactive modules, and online discussion forums to strengthen the collaboration and reflection process. Formative evaluation is conducted using online quizzes and real-time feedback. The teaching materials are developed in the form of digital learning modules that include theory, visual illustrations, and practical steps. Each module is interactive, equipped with exercises and simulations that can be accessed at any time, thereby supporting independent and continuous learning. Utilize Media and Materials At this stage, the development of virtual learning media is carried out using a structured database-based approach to support storage and user interaction functions. The database is designed using seven entities with interconnected attribute relations (Silberschatz et al., 2019; Harrington, 2016). Figure 3. Interactive Virtual Laboratory Database Design The system interface is developed using the Bootstrap framework for web design and JavaScript for interactivity. The application can be run via the web or mobile devices. On Android devices (minimum version 7.0), users can download and install a simulation application called Basic Circuit Simulator. MICHAEL KURNIAWAN 7 Study Case Figure 4. Basic Electrical Circuit Simulation Application Installation Screen Figure 5. RL Simulation Application Icon on Android Device Screen The main page of the application is designed with a minimalist interface for ease of use (Figure 6). The main menu displays four electrical circuit simulation options, each with different visualizations (Figure 7). Figure 6. Main Display of the RL Simulation Application MICHAEL KURNIAWAN 8 Study Case Figure 7. Job Sheet Options in the RL Simulation Application The View PDF feature allows users to display job sheet material (Figure 8) or download it (Figure 9). After selecting a circuit, users can determine the resistor value (Figure 10), which is visualized through different color codes (Figure 11). Figure 8. Job Sheet 1 Display in PDF Format MICHAEL KURNIAWAN 9 Study Case Figure 9. Job Sheet 1 Material Page in the RL Simulation Application Figure 10. Resistor Value Selection Menu in the Application Figure 11. Circuit Display with 100 Ω Resistor For example, the simulation results for a circuit with a 100 Ω resistor and a 10 volt source voltage produce a current of 0.1 amperes, in accordance with Ohm's law I=V/R. Require Learner Participation This stage encourages students to actively participate in learning through simulations and virtual experiments. This approach allows students to not only receive information, but also experience the learning process firsthand, thereby increasing their engagement, conceptual understanding, and confidence in basic electrical practices. Evaluate and Revise Evaluations are conducted to assess the effectiveness of virtual laboratories as a learning medium. Data collection is done through learning outcome assessments and MICHAEL KURNIAWAN 10 Study Case observation of application usage. Findings are used to revise the system, such as improving the user interface, adding interactive features, and refining the experiment guide to make it easier to understand. Learning outcomes are assessed using the Criterion-Referenced Assessment (CRA) system, which is equivalent to the Program Evaluation Standards in the Electrical Engineering Department (Table 1). Table 1. Criterion-Referenced Assessment (CRA) System Table 2. Laboratory Practicum Assessment Components MICHAEL KURNIAWAN 11 Study Case The evaluation results are presented in Table 3, which compares the learning outcomes between classes that used virtual media and those that did not. Table 3. Comparison of Student Scores with and without Virtual Media MICHAEL KURNIAWAN 12 Study Case From these results, class 1A (25 students) that used the virtual laboratory obtained an average score of 80.04, with the highest score of 88 and the lowest of 71. Meanwhile, class 1B (24 students) without virtual media obtained an average of 72.08, with the highest score of 87 and the lowest of 65. On the “Circuit Understanding” indicator, class 1A had an average of 8.84, while class 1B only had 7.36. A total of 13 students in class 1A received an A, and 11 others received a B. These results indicate that the use of virtual simulations before actual practicums significantly improves the understanding of electrical circuit concepts. These findings are in line with the research by de Moura & de Moura (2016), which states that the use of virtual laboratories improves students' conceptual understanding and experimental skills. Similarly, Khaddaj & Marmar (2016) found that virtual laboratories encourage student motivation and engagement, while also increasing learning effectiveness. CONCLUSION The interactive virtual laboratory developed in this study serves as a learning support medium for basic electrical circuit material. This application helps students understand job sheets through independent simulations that can be accessed anytime and anywhere. This medium also makes it easier for instructors to explain the material visually and ensure that students are better prepared before conducting practical work in a real laboratory. Additionally, users can identify laboratory tools and materials in detail and perform simulations of current, voltage, and resistance calculations according to Ohm's Law principles. Overall, this interactive virtual laboratory has proven to enhance learning effectiveness, deepen conceptual understanding, and support flexible learning aligned with the needs of modern digital education in the United States. MICHAEL KURNIAWAN 13 Study Case REFERENCE MICHAEL KURNIAWAN 14