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<p>Virtual laboratory is an emerging technological&#xa0;and innovative tool which has been widely used in different disciplines particularly in education technologies and instructional design. Such tool has been proved to enhance teaching and learning practices especially in science, technology, engineering and mathematics (STEM) related subjects. This study investigated contributions of student’s prior knowledge in ICT and chemistry towards effective use of&#xa0;chemistry virtual&#xa0;laboratory in Tanzanian secondary schools. The chemistry virtual laboratory was devised using ADDIE instructional design&#xa0;model, and then practiced through Activity Theory for the&#xa0;seventy nine (79) Form Two students at Dodoma Secondary School in Tanzania. The developed chemistry&#xa0;virtual laboratory effectively supported digital learning environment via the 5<b>I</b>’s framework principles which are <b>I</b>nnovative, <b>I</b>nteractive, <b>I</b>nvolvement, <b>I</b>nformative, and <b>I</b>nfluential. Using Activity Theory, interlinked practices of students’ prior knowledge in ICT and chemistry with paper-based or/and real practical towards virtual laboratory were conducted. The virtual laboratory results indicated relatively high average performance with the&#xa0;strongest correlation against students’ prior general knowledge in ICT via practice that was preceded by general ICT and chemistry then real to paper-based practical. Such findings suggest that, apart from students having good awareness in ICT, practices through real practical then paper-based experiments provide them with strong experience and confidence to perform well in virtual laboratory. Therefore, a need for prior ICT training can facilitate better engagement with virtual laboratory and enhance&#xa0;chemistry&#xa0;conceptual understanding in a digital environment for students. Interestingly, the revised Education and Training Policy of 2014 (Edition of 2023) and new curricula for primary and secondary school&#xa0;education&#xa0;levels in Tanzania have accommodated ICT related subjects.</p>

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Investigation of students’ prior knowledge in ICT and chemistry for effective use of virtual laboratory in Tanzanian secondary schools

  • 期刊论文

  • 发表日期：

    2025年6月2日

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  • Majuto Clement Manyilizu

摘要

Virtual laboratory is an emerging technological and innovative tool which has been widely used in different disciplines particularly in education technologies and instructional design. Such tool has been proved to enhance teaching and learning practices especially in science, technology, engineering and mathematics (STEM) related subjects. This study investigated contributions of student’s prior knowledge in ICT and chemistry towards effective use of chemistry virtual laboratory in Tanzanian secondary schools. The chemistry virtual laboratory was devised using ADDIE instructional design model, and then practiced through Activity Theory for the seventy nine (79) Form Two students at Dodoma Secondary School in Tanzania. The developed chemistry virtual laboratory effectively supported digital learning environment via the 5I’s framework principles which are Innovative, Interactive, Involvement, Informative, and Influential. Using Activity Theory, interlinked practices of students’ prior knowledge in ICT and chemistry with paper-based or/and real practical towards virtual laboratory were conducted. The virtual laboratory results indicated relatively high average performance with the strongest correlation against students’ prior general knowledge in ICT via practice that was preceded by general ICT and chemistry then real to paper-based practical. Such findings suggest that, apart from students having good awareness in ICT, practices through real practical then paper-based experiments provide them with strong experience and confidence to perform well in virtual laboratory. Therefore, a need for prior ICT training can facilitate better engagement with virtual laboratory and enhance chemistry conceptual understanding in a digital environment for students. Interestingly, the revised Education and Training Policy of 2014 (Edition of 2023) and new curricula for primary and secondary school education levels in Tanzania have accommodated ICT related subjects.