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Experiences in Using Virtual Laboratories in a Physics Course  \nMotivation et expériences des apprenants universitaires dans l'utilisation delaboratoires virtuels dans un cours de physique  \nGülgünAfacanAdanır, Ankara University, Turkey  \nAzatAkmatbekova, Kyrgyz-Turkish Manas University, Kyrgyzstan Gulshat Muhametjanova, Kyrgyz-Turkish Manas University, Kyrgyzstan  \nAbstract  \nIt is becoming necessary to examine learners’ use of and experiences with virtual laboratories. Learners’ interest and motivation to use virtual laboratories are important factors for the success of these platforms. This study was conducted to analyze Kyrgyz learners’ use of virtual laboratories in a physics course at the university level. The study was performed in the 2019–2020 spring term at a state university in Kyrgyzstan. The study took a quantitative approach, with 376 Kyrgyz learner participants studying at the undergraduate level. The participants were divided into three groups: the first and second used different virtual laboratory platforms, while the third was involved in face-to-face labs.  \nQuantitative data were collected using an online questionnaire which consisted of items related to demographic characteristics, motivation and experience, and physics laboratory attitudes. The results demonstrated differences among the groups regarding factors of motivation and experience. In addition, learners’ physics laboratory attitudes differed with respect to gender and grade point average (GPA) factors.  \nKeywords: Virtual lab ; Physics ; Motivation ; Experience ; Attitude  \nRésumé  \nIl devient nécessaire d'examiner l'utilisation et les expériences des apprenants avec les laboratoires virtuels. L'intérêt et la motivation des apprenants à utiliser les laboratoires virtuels sont des facteurs importants pour le succès de ces plateformes. Cette étude a été menée pour analyser  \nl'utilisation des laboratoires virtuels par les apprenants kirghizes dans un cours de physique au niveau universitaire. L'étude a été réalisée au cours de la session de printemps 2019-2020 dans une université  \nCJLT/RCAT Vol. 48 (2)  \nd'État du Kirghizistan. L'étude a adopté une approche quantitative, avec 376 participants apprenants kirghizes étudiant au premier cycle universitaire. Les participants ont été répartis en trois groupes : le premier et le deuxième ont utilisé différentes plateformes de laboratoire virtuel, tandis que le troisième groupe a participé à des laboratoires en présentiel. Les données quantitatives ont été recueillies à l'aided'un questionnaire en ligne comprenant des éléments relatifs aux caractéristiques démographiques, à la motivation et à l'expérience, ainsi qu'aux attitudes à l'égard des laboratoires de physique. Les résultatsont démontré des différences entre les groupes concernant les facteurs de motivation et d'expérience. De plus, les attitudes des apprenants en laboratoire de physique différaient en ce qui concerne les facteurs de genre et de moyenne pondérée cumulative (MPC) .  \nMots clés : Laboratoire virtuel ; Physique ; Motivation ; Expérience ; Attitude  \nIntroduction  \nIn the physics discipline, laboratories have active and important roles as learners need to detect hidden concepts, and comprehend and define related principles and theories, while employing high level learning skills (Bajpai, 2013) . The discipline of physics has a close connection with instructional technologies since there exist several abstract concepts in the field. At the same time, there are limited materials in existing laboratories for conducting experiments in physics courses. Therefore, instructors need various technologies in order to demonstrate physics concepts and experiments (Gunawan et al., 2018) .  \nOne of the significant instructional technologies used in science education is the virtual laboratory, whose use has been increasing in physics courses. A virtual laboratory i","cbCais0O6qloj2lF","https://ap.wps.com/l/cbCais0O6qloj2lF","pdf",240913,15,"English","# Abstract\n# Introduction\n## Virtual laboratories in physics education\n## Study context and research need","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To analyze university learners’ use of and experiences with virtual laboratories in a physics course, especially regarding motivation and experiences.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"It used a quantitative approach with 376 Kyrgyz undergraduate participants in the 2019–2020 spring term, comparing two virtual-lab platforms and a face-to-face lab group.\"},{\"question\":\"What factors differed across the groups?\",\"answer\":\"Motivation and experience factors differed among the groups, and physics laboratory attitudes also differed based on gender and GPA.\"}]","University Learners’ Motivation and Experiences in Using Virtual Laboratories in a Physics Course | PDF",1792086788,38]