[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596423-105":59,"doc-detail-596423-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","virtual-experimentation-and-students-biology-problem-solving-skills","Virtual Experimentation and Students’ Biology Problem-Solving Skills","","The study examines how virtual experimentation in Biology can strengthen students’ problem-solving skills. Using an explanatory sequential mixed-method design, quantitative true-experimental and qualitative interview procedures were combined. Government schools in South Punjab formed the study population, with experimental and control groups taught evolution via MEGA (Molecular Evolutionary Genetics Analysis) v11 or traditional lectures. Results show VR significantly improved problem-solving skills, and interviews revealed challenges and feasibility.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/virtual-experimentation-and-students-biology-problem-solving-skills/596423/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/virtual-experimentation-and-students-biology-problem-solving-skills/596423.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the study’s main focus?","Question",{"text":112,"@type":113},"The study focused on using virtual experimentation in Biology to enhance students’ problem-solving skills.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the experimental and control groups taught?",{"text":117,"@type":113},"Both groups learned evolution, while the experimental group used the non-immersive VR program MEGA version 11 and the control group used traditional lecture methods.",{"name":119,"@type":110,"acceptedAnswer":120},"Which methods were used to analyze the results?",{"text":121,"@type":113},"Independent sample t-tests were used for quantitative data, and thematic analysis was used to interpret students’ experiences from interviews.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596423,1792929905,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Virtual Experimentation and Students’ Biology Problem-Solving Skills  \nRabia Tabassum *, Muhammad Ahsan** and Nasreen Akhter***  \nAbstract  \nThe study was focused to explore the use of virtual world of computer in Biology experiments to foster the students’ problem-solving skills (PSS) . The study was made on explanatory sequential mixed method design which included quantitative (true-experimental) approach was followed by qualitative (interview protocol) method. Population of the study included government schools of Punjab. The sample of the study included the government school of backward areas of south Punjab. With help of random sampling technique, the sample was taken and divided into two groups i.e., experimental and control group. The both groups were taught the concept of evolution. But the experimental group was taught with the non-immersive virtual reality program i.e., MEGA (Molecular Evolutionary Genetics Analysis) version 11. While, the control group was taught with the traditional lecture method. Two research instruments were prepared for the data collection. For the quantitative step of the study, a multiple-choice question paper was prepared to check students'problem-solving skills. This MCQ paper was used as pre and post-test (before and after intervention of experiment) . For the qualitative step, the other research tool included interview protocol to check students' remarks regarding their experimentation of VR (virtual reality) . Data analysis included independent sample t-test, (for quantitative study); while thematic analysis was made to explore the students' experience during the intervention. The findings revealed that virtual reality had significantly affected students’ PSS of experimental group than that of the control group. The interview protocol further revealed the challenges and feasibility of the intervention of the experiment.  \nKeywords: Virtual environments, Biology Teaching, Problem Solving Skills  \n* Lecturer, Education Department of STEM Education Lahore College for Women University, Lahore.  \nEmail: [rgreat786@yahoo.com](rgreat786@yahoo.com)  \n** Deputy Vice Chancellor (Academic), International Open University Gambia.  \nEmail: [dvc.academics@iou.edu.gm](dvc.academics@iou.edu.gm)  \n*** Chairperson, Department of Special Education, The Islamia University of Bahawalpur.  \nEmail: [drnasreenakhtar01@gmail.com](drnasreenakhtar01@gmail.com)  \nIntroduction  \nSurge of advanced computer technologies to the education and other fields, have raised up the demand of instruments, and gadgets in the education. Moreover, the sudden eruption of pandemics in previous decades (turning the traditional concept of face-to-face learning to online/blended learning), changed the face of education in such a way which could not be recovered to its previous phase even after the situation got normal (Fenech, 2021; Nasution et al., 2021) .  \nThe use of digital technology penetrated to the educational routine turning a paradigm shift from natural to virtual miraculous world (Alammary et al., 2014; Atwa et al., 2022) . The concept of virtual laboratories and virtual experimentation is one link of that chain and has been proved as a blessing for the developing countries like Pakistan (Kintu et al., 2017; Zhao & Song, 2022) . With the use of virtual environments, students of ignored areas which lacked sufficient laboratory facilities, and the students of online/ distance or blended mode of education, can get equal benefits (Thiong et al., 2014) . The students while using virtual environments, systematically confronts to different situations which play vital role in their physical and mental development (Rehman et al., 2021a).As Vygotsky indicates that games play a vehicle for learning new concepts (Vygotsky, 1978; Vygotsky & Kozulin, 1986) . Regardless of their complexity, the games aid learning process, especially for teaching cause and effect relationships.  \nIn summary, VR technology has the potential to enhance problem","cbCaif77UbyMlPWP","https://ap.wps.com/l/cbCaif77UbyMlPWP","pdf",385089,22,"English","# Abstract\n# Introduction\n# Research Objectives\n# Research Questions\n# Literature Review","[{\"question\":\"What was the study’s main focus?\",\"answer\":\"The study focused on using virtual experimentation in Biology to enhance students’ problem-solving skills.\"},{\"question\":\"How were the experimental and control groups taught?\",\"answer\":\"Both groups learned evolution, while the experimental group used the non-immersive VR program MEGA version 11 and the control group used traditional lecture methods.\"},{\"question\":\"Which methods were used to analyze the results?\",\"answer\":\"Independent sample t-tests were used for quantitative data, and thematic analysis was used to interpret students’ experiences from interviews.\"}]","Virtual Experimentation and Students’ Biology Problem-Solving Skills | PDF",1792083055,55]