Universiti Sains Malaysia
The purpose of this study is to investigate the effect of Virtual Science Laboratory (ViSLab) on signaling principles towards science laboratory safety training. It is because students’ laboratory practices and attitudes were lacking when traditional approaches to safety training seem like ineffective. Therefore, the design and develop of VR tools with signaling representation in 3D and constructivist learning environment would increase the potential of the way people acquire new knowledge by physical manipulation of objects and concepts, which in turn, allows the learner to physically see causal relationships between action and result. The lesson of the science laboratory safety is developed in two different modes, Virtual Reality with Signaling (VRS) and Virtual Reality Non Signaling (VRNS). A2×2 quasi experimental factorial design is adopted in this research. The independent variables were the two modes of courseware. The moderator variable is the spatial ability. The dependant variable is the post test score. The study sample consisted of 31 students. Analyses of covariance (ANCOVA) were carried out to examine the main effects as well as the interaction effects of the independent variables on the dependent variable. The pre-test scores are used as the covariate variable. The findings of this study showed that the use of Virtual Reality with Signaling (VRS) treatment mode helped pupils perform significantly better than Virtual Reality Non Signaling (VRNS) in learning science laboratory safety. Overall, Virtual Reality with Signaling (VRS) needs to be considered in the design and development of Virtual Science Laboratory (ViSLab) to promote more effective learning.
Virtual Reality, Science Laboratory Safety; Signaling Principles.