Implementation of LABSTER virtual lab in immunology for innovative teaching and improved learning in veterinary degree

Abstract

Virtual laboratories provide a risk-free environment for students to conduct experiments, particularly those involving hazardous materials or complex procedures. Previous studies have shown that gamified elements and interactive tools enhance the interest of students and promote active participation. In the case of Immunology in the veterinary degree, our prior observations indicate that veterinary students experience learning difficulties with topics related to molecules and effector functions of the immune system. This study aimed to investigate the utility of virtual laboratory simulations for teaching Immunology. For that purpose, cohorts of second-year veterinary students and third-year biochemistry students at the University of Extremadura were surveyed before and after the implementation of the LABSTER virtual lab in the Immunology course. The survey questions addressed their perceptions of virtual environments, prior computer knowledge, experiences with virtual platforms for learning, ethics, comparisons to traditional lab practices, and the perceived utility of virtual labs for their future careers. Gender differences were considered to determine potential variations in perceptions of virtual learning. Results indicated that veterinary students had no prior experience with LABSTER or similar virtual tools in other courses. Initially, nearly half of the students felt "unprepared" to use such tools. Notably, all students rated the experience using LABSTER virtual lab with an average of 7.5 ± 1.4 and 8.1 ± 1.8, in men and women, respectively. Indeed, most students perceived that LABSTER was useful for learning Immunology. Most students were hesitant about fully replacing traditional labs with virtual tools but found LABSTER beneficial for their future career skills. In conclusion, while virtual simulations are not a complete substitute for hands-on laboratory experiences, they may effectively help students develop practical skills and familiarize themselves with laboratory procedures and equipment. These findings highlight the potential of virtual labs as a complementary tool in veterinary education.

Keywords: LABSTER; biochemistry; immunology; innovative teaching and learning; veterinary; virtual lab; virtual simulator.

Figure 1

The use of LABSTER improved self-perception of IT knowledge in veterinary. Violin plots showing the self-perceived IT knowledge of veterinary students before (a) and after (b) using LABSTER, separated by gender (n = 90, 26 males and 64 females). Comparison of pre- and post-LABSTER self-perception IT knowledge scores in male (c) and female (d) students (n = 90, 26 males and 64 females). Normality was tested using Shapiro–Wilk test. Differences were considered statistically significant when p < 0.05 using the non-parametric Mann–Whitney U test. The effect size was −0.2 (a), −0.14 (b), −0.58 (c) and −0.52 (d). Post-hoc power was 0.3% (a), 9.3% (b), 54.7% (c) and 83.9% (d).

Figure 2

Student satisfaction with LABSTER and its effectiveness for learning immunology. (a) Overall satisfaction scores from veterinary and biochemistry students (n = 122, 90 vet students and 32 biochemistry students) (b) Satisfaction scores in veterinary students by gender (n = 90, 26 males and 64 females). Percentage of veterinary (c) and biochemistry (d) students found LABSTER useful for learning immunology (n = 122, 90 vet students and 32 biochemistry students). Percentage of male (e) and female (f) veterinary students who considered LABSTER useful (n = 90, 26 males and 64 females). Normality was tested using Shapiro–Wilk test. Differences were considered statistically significant when p < 0.05 using the non-parametric Mann–Whitney U test. The effect size was −0.19 (a) and 0.36 (b). Post-hoc power was 15.6% (a) and 33.6% (b).

Figure 3

The role of virtual labs such as LABSTER in reducing the number of animals used in biosciences. Percentage of veterinary (a) and biochemistry (b) students who believe LABSTER helps minimize animal use (n = 122, 90 vet students and 32 biochemistry students). Percentage of male (c) and female (d) students who believe LABSTER helps minimize animal use (n = 90, 26 males and 64 females).

Figure 4

Interest in expanding LABSTER virtual lab to other subjects in veterinary sciences. Percentage of veterinary (a) and biochemistry (b) students interested in using LABSTER in other subjects (n = 122, 90 vet students and 32 biochemistry students). Interest in LABSTER expansion among male (c) and female (d) students (n = 90, 26 males and 64 females).

Figure 5

Student perspectives on virtual versus hands-on lab practices. Opinions of veterinary (a) and biochemistry (b) students on whether LABSTER is more useful than hands-on lab practice (n = 122, 90 vet students and 32 biochemistry students). Percentage of male (c) and female veterinary students on whether LABSTER is more useful than hands-on lab practice (n = 90, 26 males and 64 females).

Figure 6

Student perspectives on replacing hands-on lab practices with virtual labs. Preferences expressed as percentages of veterinary (a) and biochemistry (b) students regarding replacing hands-on lab practices with virtual ones (n = 122, 90 vet students and 32 biochemistry students). Preferences expressed as percentages of male (c) and female (d) veterinary students on replacing hands-on lab practices (n = 90, 26 males and 64 females).

Figure 7

Student perspectives on how LABSTER virtual lab help them develop the practical skills needed for their future profession. Percentage of veterinary (a) and biochemistry (b) students who believe LABSTER enhances their practical skills for the future (n = 122, 90 vet students and 32 biochemistry students). Percentage of male (c) and female (d) students who believe LABSTER enhances their practical skills for the future (n = 90, 26 males and 64 females). Distribution in opinions in male (e) and female (f) veterinary students about how useful LABSTER is for their future careers (n = 90, 26 males and 64 females).