Pair learning in virtual laboratories: implications for engagement, self-efficacy, and anxiety.
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| Title: | Pair learning in virtual laboratories: implications for engagement, self-efficacy, and anxiety. |
|---|---|
| Authors: | Wu, Ting-Ting1 (AUTHOR) ttwu@yuntech.edu.tw, Sarwono, Edi1,2 (AUTHOR) edisarwono@mail.unnes.ac.id, Huang, Yueh-Min3 (AUTHOR) huang@mail.ncku.edu.tw |
| Source: | Social Psychology of Education. 6/4/2025, Vol. 28 Issue 1, p1-25. 25p. |
| Subject Terms: | *Cognitive psychology, *Learning laboratories, *Pre-tests & post-tests, *Psychology of learning, *Self-efficacy in students, *Test anxiety, *Student engagement |
| Abstract: | Laboratories play a central role in engineering education. Current technology enables virtual experiences that challenge the traditional concept of teaching laboratories for undergraduate engineering students. Integrating technology, such as virtual laboratories, allows students to learn foundational experimental skills; however, it lacks interaction and collaboration among students, affecting student engagement, self-efficacy, and test anxiety. Pair learning is an approach that enhances interaction and collaboration among students, thereby improving student engagement and self-efficacy while reducing test anxiety. However, the integration of pair learning into virtual laboratories remains understudied. This study aimed to investigate the impacts of pair learning in virtual laboratories on students' levels of engagement, self-efficacy, and test anxiety. A quasi-experimental investigation was carried out to assess the impacts of the proposed methodology. This research involved forty-seven freshman electrical engineering undergraduates. Data on student engagement, self-efficacy, and test anxiety were gathered using questionnaires in pre-tests and post-tests from two groups: the experimental group, which utilized virtual laboratories with pair learning, and the control group, which utilized virtual laboratories with individual learning. Quantitative analysis findings indicate a significant dissimilarity in student engagement, self-efficacy, and test anxiety levels among the experimental and control groups when utilizing pair learning in virtual laboratories. The findings of this investigation indicate that the implementation of pair learning in virtual laboratories has a beneficial effect on the levels of test anxiety, self-efficacy, and engagement demonstrated by students in engineering education laboratory courses. [ABSTRACT FROM AUTHOR] |
| Copyright of Social Psychology of Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 185686478 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Pair learning in virtual laboratories: implications for engagement, self-efficacy, and anxiety. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Wu%2C+Ting-Ting%22">Wu, Ting-Ting</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> ttwu@yuntech.edu.tw</i><br /><searchLink fieldCode="AR" term="%22Sarwono%2C+Edi%22">Sarwono, Edi</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> edisarwono@mail.unnes.ac.id</i><br /><searchLink fieldCode="AR" term="%22Huang%2C+Yueh-Min%22">Huang, Yueh-Min</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> huang@mail.ncku.edu.tw</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Social+Psychology+of+Education%22">Social Psychology of Education</searchLink>. 6/4/2025, Vol. 28 Issue 1, p1-25. 25p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Cognitive+psychology%22">Cognitive psychology</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+laboratories%22">Learning laboratories</searchLink><br />*<searchLink fieldCode="DE" term="%22Pre-tests+%26+post-tests%22">Pre-tests & post-tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+learning%22">Psychology of learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-efficacy+in+students%22">Self-efficacy in students</searchLink><br />*<searchLink fieldCode="DE" term="%22Test+anxiety%22">Test anxiety</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Laboratories play a central role in engineering education. Current technology enables virtual experiences that challenge the traditional concept of teaching laboratories for undergraduate engineering students. Integrating technology, such as virtual laboratories, allows students to learn foundational experimental skills; however, it lacks interaction and collaboration among students, affecting student engagement, self-efficacy, and test anxiety. Pair learning is an approach that enhances interaction and collaboration among students, thereby improving student engagement and self-efficacy while reducing test anxiety. However, the integration of pair learning into virtual laboratories remains understudied. This study aimed to investigate the impacts of pair learning in virtual laboratories on students' levels of engagement, self-efficacy, and test anxiety. A quasi-experimental investigation was carried out to assess the impacts of the proposed methodology. This research involved forty-seven freshman electrical engineering undergraduates. Data on student engagement, self-efficacy, and test anxiety were gathered using questionnaires in pre-tests and post-tests from two groups: the experimental group, which utilized virtual laboratories with pair learning, and the control group, which utilized virtual laboratories with individual learning. Quantitative analysis findings indicate a significant dissimilarity in student engagement, self-efficacy, and test anxiety levels among the experimental and control groups when utilizing pair learning in virtual laboratories. The findings of this investigation indicate that the implementation of pair learning in virtual laboratories has a beneficial effect on the levels of test anxiety, self-efficacy, and engagement demonstrated by students in engineering education laboratory courses. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Social Psychology of Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11218-025-10086-w Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 1 Subjects: – SubjectFull: Cognitive psychology Type: general – SubjectFull: Learning laboratories Type: general – SubjectFull: Pre-tests & post-tests Type: general – SubjectFull: Psychology of learning Type: general – SubjectFull: Self-efficacy in students Type: general – SubjectFull: Test anxiety Type: general – SubjectFull: Student engagement Type: general Titles: – TitleFull: Pair learning in virtual laboratories: implications for engagement, self-efficacy, and anxiety. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Wu, Ting-Ting – PersonEntity: Name: NameFull: Sarwono, Edi – PersonEntity: Name: NameFull: Huang, Yueh-Min IsPartOfRelationships: – BibEntity: Dates: – D: 04 M: 06 Text: 6/4/2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 13812890 Numbering: – Type: volume Value: 28 – Type: issue Value: 1 Titles: – TitleFull: Social Psychology of Education Type: main |
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