Virtual Simulations Enhance Student Learning and Attitudes in Microbiology Laboratory Courses
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Authors
Ardi-Pastores, Veronica
Barral, Ana Maria
Simmons, Rachel E,
Tamarkin, Dawn A.
Issue Date
2026-01
Type
Dataset
Language
en
Keywords
Business, Engineering, Science, & Technological Innovation , School of Arts, Letters, & Sciences , Department of Mathematics and Natural Sciences , microbiology , simulations , accelerated courses , undergraduate , virtual
Alternative Title
Abstract
Prior to the COVID-19 pandemic, the use of virtual laboratories in microbiology instruction was limited; however, their adoption increased rapidly during campus closures. Despite this shift, few studies have examined if and how virtual simulations support student learning and attitudes in college-level microbiology laboratory courses across instructional modalities. This quasi-experimental study examined whether virtual simulations support student learning and attitudes in a pre-allied health microbiology laboratory course required for a nursing and other health programs. Virtual labs were aligned with course learning outcomes. In-person students completed simulations before class and performed hands-on experiments during lab sessions; while online students completed only virtual labs. Learning was measured using pre- and post-test questions aligned with course outcomes. At the same time, student attitudes were assessed through end-of-course surveys to gauge confidence, motivation, anxiety, and perceptions of self-paced learning. Mixed-effects modeling revealed significant learning gains in both groups. All students improved in six of seven outcomes, while a few learning gains varied by modality. Surveys showed increased confidence and motivation, and reduced anxiety across modalities. A 5-year follow-up of students in the study showed that 69% and 50% of the in-person and online-only students, respectively, had graduated from nursing or allied health programs. Overall, this study showed increased student learning using microbiology simulations was significant over time as well as a positive effect on student attitudes towards microbiology lab.
Description
Veronica C. Ardi, Ph.D.,Ana Maria Barral, Ph.D. ORCID: 0000-0001-9141-8960, Rachel E. Simmons, Ph.D. ORCID: 0000-0002-5783-2268, Dawn A. Tamarkin, Ph.D.