=Paper=
{{Paper
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|title=Development and implementation of virtual physics laboratory simulations for enhanced learning experience in higher education
|pdfUrl=https://ceur-ws.org/Vol-3679/paper10.pdf
|volume=Vol-3679
|authors=Olena Tsvetkova,Olena Piatykop,Antonina Dzherenova,Olha Pronina,Tetiana Vakaliuk,Irina Fedosova
|dblpUrl=https://dblp.org/rec/conf/cte/TsvetkovaPDPVF23
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==Development and implementation of virtual physics laboratory simulations for enhanced learning experience in higher education==
https://ceur-ws.org/Vol-3679/paper10.pdf
Development and implementation of virtual physics
laboratory simulations for enhanced learning experience
in higher education
Olena Tsvetkova1 , Olena Piatykop1 , Antonina Dzherenova1 , Olha Pronina1 ,
Tetiana Vakaliuk2,3,4,5 and Irina Fedosova1
1
Pryazovskyi State Technical University, 29 Hoholia Str., Dnipro, 49000, Ukraine
2
Zhytomyr Polytechnic State University, 103 Chudnivska Str., Zhytomyr, 10005, Ukraine
3
Institute for Digitalisation of Education of the NAES of Ukraine, 9 M. Berlynskoho Str., Kyiv, 04060, Ukraine
4
Kryvyi Rih State Pedagogical University, 54 Universytetskyi Ave., Kryvyi Rih, 50086, Ukraine
5
Academy of Cognitive and Natural Sciences, 54 Universytetskyi Ave., Kryvyi Rih, 50086, Ukraine
Abstract
Computerization of all levels, branches and areas of higher education today is a key issue for the research of
all scientists in the world. An actual task is to organize a computer learning environment at the university in
accordance with the needs of users. Part of this environment is virtual labs. In particular, an important issue is
the conduct of laboratory work in physics. Thanks to the creation of virtual laboratory works, experiments are
available to students that are not possible in the educational laboratory. The transition to a remote form of the
educational process during the pandemic prepared all levels of education in Ukraine for work in war conditions.
The article describes the experience of fully providing the course “Physics” with high-quality virtual laboratory
work for students of technical specialties. The developed laboratory reproduces the actions of real experiments
(selection of conditions and initial parameters, observation of the phenomenon, appropriate measurements and
processing of results) of both traditional workshops and scientific research.
Keywords
virtual laboratory, physics education, online learning, simulation, computer-based experiments, higher education,
technical university
1. Introduction
Achievements in the field of computer technology, mass computerization and the development of
information technology have led to qualitative changes in the information component of the spheres of
production, business, science and social life. The development of information technology has increased
human capabilities in various spheres of life several times. Therefore, the use of computer technologies
in the educational process is a necessity in the development of the modern information world as a
whole [1, 2].
An important factor in the preparation of students of technical specialties, engineers, specialists in
the field of exact and natural sciences is the study and knowledge of physics.
Physics is a science that most fully demonstrates the ability of the human mind to analyze any
incomprehensible situation, to identify its fundamental, qualitative and quantitative aspects. Thanks
to physics, the level of understanding of the theoretical prediction of the nature and results of its
development over time is growing.
Therefore, it is very important to constantly improve the teaching system, strengthen traditional
teaching methods, apply new modern information technologies in training and organization computer-
based educational and research environment of the university for the needs of its users.
CTE 2023: 11th Workshop on Cloud Technologies in Education, December 22, 2023, Kryvyi Rih, Ukraine
" tsvetkova_577@outlook.com (O. Tsvetkova); piatykop_o_ye@pstu.edu (O. Piatykop); antoninadzherenova@gmail.com
(A. Dzherenova); pronina.lelka@gmail.com (O. Pronina); tetianavakaliuk@gmail.com (T. Vakaliuk); fedosova_i_v@pstu.edu
(I. Fedosova)
0000-0001-5216-6641 (O. Tsvetkova); 0000-0002-7731-3051 (O. Piatykop); 0000-0002-4249-4147 (A. Dzherenova);
0000-0001-7085-8027 (O. Pronina); 0000-0001-6825-4697 (T. Vakaliuk); 0000-0003-3923-8270 (I. Fedosova)
© 2024 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR
ceur-ws.org
Workshop ISSN 1613-0073
Proceedings
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Olena Tsvetkova et al. CEUR Workshop Proceedings 98–110
In a technical university, one of the forms of teaching physics is a laboratory workshop, which
undoubtedly plays a significant role in the formation of a system of knowledge, skills and abilities.
Laboratory workshop in physics allows you to:
• introduce methods of measuring physical quantities,
• penetrate deeper into the world of physical phenomena,
• develop skills and abilities to work with devices,
• experimentally test some of the theoretical provisions of the course, more consciously assimilate
them,
• repeat and summarize the material covered.
The level of development of information technologies made it possible to supplement and expand
the traditional methods of conducting a laboratory workshop in physics. The first step was the creation
of computer models of physical phenomena. Further, visualizations of these models began to appear
for demonstration. Today it is already relevant to conduct full-fledged virtual laboratory work [3, 4].
A virtual laboratory is a computer software that allows computer simulation of a physical process,
including taking into account the simulation of laboratory equipment.
The relevance of virtual laboratory work is caused by the following factors:
• software models allow you to simulate work with objects, processes and equipment, the use of
which is problematic or impossible due to process safety,
• the possibility of students’ access to unique equipment, technical objects, scientific and techno-
logical experiments, mass access to which presents a certain problem;
• software models allow you to arbitrarily change the time scales of the processes under study and
make it possible to conduct laboratory work simulating long-term processes in a reasonable time,
• allow you to solve the problem of loading laboratory equipment - virtual laboratory work can be
performed at any time, in any place, at any number of workplaces;
• make it possible to carry out research with critical and supercritical parameters, which is impos-
sible on real equipment;
• the cost of developing, acquiring and operating a virtual laboratory is usually significantly lower
compared to organizing a real laboratory workshop.
Universities that had a sufficient laboratory base, and had not previously expanded it with virtual
laboratory work, were not ready for the conditions of distance education. And the development,
organization of the computer educational and research environment of the university is a very important
task.
The development, organization and use of virtual laboratory work is part of the learning environment
of the university, which is available to the user from almost anywhere and at any time. This provides open
learning processes, supports collaborative learning processes and allows the university environment to
be organized in accordance with the needs of its users [5, 6].
Thus, if earlier the task was to expand the capabilities of the laboratory workshop, then in modern
realities this has turned into a task – to provide it. An important factor is the quality of virtual laboratory
work. These software systems should correspond to the content, level and methods of teaching physics
in higher education.
2. Theoretical background
Today, there is already experience in using virtual laboratory work for different levels of education.
There are computer simulations of physical processes (subject-oriented environments) in accordance
with the school curriculum. Software products on the resource “Physics” [3] ensure the performance of
laboratory work in accordance with school curricula in physics. The works are decorated colorfully,
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accompanied by animation, offered by the authors on a fee basis. The authors state that “current
developments in virtual labs provide interactive simulations that are becoming increasingly important
as a means to explore and understand complex processes and create the illusion of working on real
equipment. . . ”. Similar works are presented in the public domain on the PhET resource [4]. A textbook
by Dementiievska and Sokoliuk [7] was developed for their use.
The authors note that the works do not provide for the calculation of absolute and relative errors
due to the impossibility of their calculation by the standard procedure for interactive computer models.
The authors also point out that virtual laboratory work does not replace a real physical experiment,
but is a support and support for such an experiment in cases where real devices and materials are not
available or harmful. The authors recommend the use of such virtual work during distance and blended
learning, as well as to increase the motivation and interest of students. The use of the PhET platform is
also described by Faour and Ayoubi [8].
The positive experience of using virtual laboratory work is also confirmed by Lestari et al. [9]. The
authors determined the impact of the combination of a virtual laboratory with demonstration methods
on the ability of elementary school students to be scientifically literate in a science course. Behind their
results, the situation of combine demonstration and virtual work showed the best way.
Gunawan et al. [10] describe their experience of using virtual laboratories for students of three
different senior classes of secondary school. Their research aims to improve students’ conceptual
understanding of physics through a virtual laboratory.
The results of the authors showed that the use of virtual laboratory work had a positive impact on
the students’ conceptual understanding of physics. Ultimately, according to the results of control activi-
ties, schoolchildren improved such cognitive functions as memorization, understanding, analysis and
application, but the cognitive aspects of creating and evaluating processes require further improvement.
Thus, software products for the school curriculum are an “illusion of laboratory” and are more like
educational games. Therefore, it is not advisable to use them for higher education.
A better but commercial product is the ROQED PHYSICS LAB resource [11]. ROQED PHYSICS LAB
allows independent creation of installations and is as close as possible to the real conditions of execution.
The list of proposed works does not go beyond the scope of classical workshops and is more in line
with elementary school. This product does not contain instructions and formulation of tasks, which is
inherent in the structure of laboratory work in higher education. Also, all these software products are
more focused only on observing phenomena. When studying physical phenomena in higher education,
it is also important to obtain and process the results of observation with the corresponding conclusions.
Also the experience of using virtual laboratory work for universities is described by the following
works. Such studies were carried out in Near East University [12]. Virtual laboratory work was carried
out using Circuit lab software. Laboratory work was devoted to the study of the topic “Electricity”. In
the program, students assembled electrical circuits. The authors write that the majority of students
have a positive attitude towards the activities of the virtual laboratory.
El Kharki et al. [13] presents the experience of using virtual laboratory work in Moroccan Universities
to support laboratory activities for first-year undergraduate students. The virtual laboratory was devel-
oped by Moroccan universities with the help of European partners using the JavaScript programming
language and integrated into an interactive learning environment based on the Moodle platform. This
virtual lab includes 12 virtual labs linked to the physics curriculum and can be used online. This virtual
laboratory is available only for teachers and students of the faculties of natural sciences of the specified
universities.
Development of own software is also described by Kozlovsky and Kravtsov [14]. The authors created
a software module “Virtual Laboratory” in the distance learning system “Kherson Virtual University”
for the topics of kinematics and dynamics. To display physical models, processes and phenomena, the
authors used the graphical tool Unity3D together with C#. According to the authors Using this software
will allow teachers to create labs and use them in their online courses. Students, in turn, will be able to
conduct research by performing virtual laboratory work.
The relevance and interest in virtual laboratory work does not stop, as evidenced by recent publica-
tions [15, 16, 17].
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Today, innovations in the field of information technology and artificial intelligence are developing
very quickly, so there are more and more new tools. Thus, the increase in computing power of computers,
the rapid development of machine learning methods and the large amount of accumulated available
data provided the user with a new ChatGPT chatbot assistant.
Of course, the appearance of ChatGPT will affect the processes of education and learning, which is
actively discussed in recent scientific publications [18, 19]. Educators need to be prepared that students
will be using ChatGPT. Therefore, it is important to prevent the negative impact of ChatGPT on the
learning process and use the positive aspects. You can recommend this resource as an auxiliary tool
for studying physics, find additional sources of information for laboratory work. For example, the
ChatGPT model can help understand complex aspects of the theory or illustrate them with examples.
But ChatGPT should not replace the student’s personal work, it is necessary to analyze and understand
physical concepts. This requires virtual labs to be as close as possible to real processes and equipment,
and not just perform a demonstration.
So, the authors have set a goal for themselves: to provide a laboratory workshop with unique
virtual laboratory work providing the course of “General Physics” of the higher school program. These
laboratories should reproduce the process of doing work in a real laboratory as much as possible, make
it possible to control and monitor the real process, and reproduce dynamic processes in real time.
The purpose of the article is to demonstrate the possibility of providing a high-quality educational
process for studying the physics of technical specialties of a university on the basis of a virtual workshop.
3. Experience in developing virtual labs in physics
Work on the creation the e-learning platform of virtual laboratory work at the Pryazovskyi State
Technical University was started back in 2013 to expand the list of works on the topic “Molecular
physics and thermodynamics”.
In classical physics workshops for technical (non-physical) specialties, the section “molecular physics
and thermodynamics” does not have such a variety of works as the sections “mechanics, electromag-
netism”. At the same time, the list contains more laboratory works on studying the properties of
liquids, and according to gas laws, the choice is rather limited [20, 21]. In the virtual school workshop,
laboratory work is devoted to the laws of isoprocesses in ideal gases. But the difference between the
university program and the school program lies in the fact that theories of the next round of the spiral
of knowledge are being studied, and this is the theory of real gases. For real gases, there is a work of a
school workshop, in which the transition through the critical state of matter is visually observed and
the critical temperature is determined (Avenarius’s experiment) [22].
The reason for the lack of work on real gases lies in the fact that a real gas is a gas under certain
parameters. According to the theory (the van der Waals equation of state), the transition from an ideal
gas model to a real one occurs under strong compression, when the pressure is orders of magnitude
greater than atmospheric pressure. The process is temperature dependent. If the gas temperature is less
than the critical one, then during compression, a phase transition to the liquid state will be observed.
If the temperature is higher, then under no circumstances can the gas be obtained in a liquid state of
aggregation, and its state will be described by the equation of the ideal gas model. However, for atomic
and chemically pure gases, the critical temperatures are in the low temperature range. For example, for
air, the critical temperature is 132K, for high molecular weight hydrocarbon compounds, these are room
temperatures. But at atmospheric pressure, they are already in a liquid state. To the above problems, we
can add safety issues related to the use of bottled gas in a training laboratory: toxicity and explosiveness
of gas. It also requires a special technique for its use in the installation, the procedure for reproducing
gas with repeated use, and more.
It is in this case that virtual laboratory work is simply necessary to provide a workshop on this
topic. To study this topic, initially (2013), the authors created and used a computer simulation (figure 1),
which reproduced real isotherms corresponding to the van der Waals equation (taking into account the
two-phase state).
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Figure 1: The window of virtual laboratory work “Real gases”.
At the initial stage of computerization, the work played a positive role, but in this form it did not
correspond to the spirit of the laboratory: instead of real actions with the device (turn on the device,
select the temperature interval, to see the piston stroke during compression, to observe the readings
on the pressure gauge), the student pressed the button “start simulation” and at the same time saw
isotherms, the same as in the textbook. It was this primitive simulation that led to the idea of creating
virtual lab, in which the course of the experiment is reproduced as much as possible, actions are
performed with devices and natural results are demonstrated.
The use of modern information technologies has made it possible to put such ideas into practice.
Two methods were created for determining the parameters of a real gas in the van der Waals equation:
for the isochoric gas heating process (figure 2) and for isothermal compression (figure 3).
The virtual laboratory program (figure 2) was written in the Delphi 7 programming language using
the Alpha Skins visual components in the Delphi XE development environment. The program uses a
photo of equipment for determining the parameters of a real gas by isochoric heating, which was made
in a real classroom of the Pryazovskyi State Technical University.
The virtual lab program (figure 3) is written in C# on the Microsoft Windows Forms platform. This
virtual lab also uses a photo of the actual equipment. In the figures we see the settings, on which the
active controls are indicated by arrows; there is a choice of objects of study. It should be noted that
these works were carried out by students in the classroom on computers on an equal footing with other
works in molecular physics.
Later added another virtual laboratory work on molecular physics. It is devoted to the study of
the Boltzmann distribution and the determination of the Avogadro number by the Perrin method
(figure 4). This work belongs to static physics, then particle counting is carried out several times and it is
guaranteed that there will be no repeated results. Under normal laboratory conditions, real experiments
are represented by only two kinds of particles in the corresponding solvents. The developed virtual
laboratory work makes it possible to study 6 types of particles: gum in water, mastic in water, kaolin in
honey, flour dust in glycerin, carbon dust in glycerin, white soot dust in honey.
On the screen, the student observes in real time the Brownian motion of particles and counts their
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Figure 2: The window of virtual laboratory work on determining the parameters of a real gas by isochoric
heating.
number by layers depending on the depth of focusing of the microscope eyepiece. The undoubted
advantages of this work is the multivariance of particles. Brownian motion occurs not only in a
plane, and particles in the process of motion can disappear from visibility, passing from layer to layer.
Therefore, an important advantage of virtual work is the ability to make a “freeze frame” during the
process. This allows the field of observation to be divided into smaller areas and the particles to be
counted without much difficulty. This virtual lab was developed using the Godot Engine for PCs running
Windows, Linux and macOS.
Such a work as Perrin’s experiment allows us to formulate the thesis about “historicism in science”,
showing what path scientists took from hypothesis to theory through experiment.
So the next step was also reproduction of fundamental experiments as virtual laboratory work, but
already for the section “Electricity and magnetism”.
So, in the topic “Electric field” one of the fundamental experiments is R. A. Millikan’s experiment
to determine the charge of an electron, and in the topic “Quantum optics” its version is complicated –
these are the experiments of A. F. Ioffe and M. I. Dobronravov on the elementary photoelectric effect,
in which experimentally confirmed the propagation of radiation in the form of individual photons
and the quantum nature of the interaction of radiation with matter. In the above experiments, the
observation of the smallest (𝑑 ~1 𝜇m) charged dust particles in an electric field was carried out using a
microscope; the electric field was created by a high voltage source; in addition, in the Ioffe-Dobronravov
experiment, a dust grain was irradiated with X-rays, as a result of which it lost its elementary charge
and began to move. For the authenticity of the results obtained, it was not enough to carry out one
cycle of measurements. It follows from the above reasons that these fundamental experiments cannot
be reproduced in a teaching laboratory. Therefore, due to their complexity, laboratory work was not
previously included in the list of physics workshops at universities.
At the same time, modern software products make it possible to create virtual laboratory works
that, both visually and in terms of execution methodology, are as close as possible to a real physical
experiment.
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Figure 3: The window of virtual laboratory work to determine the critical parameters of gas under isothermal
compression.
Figure 4: The window of virtual laboratory work “Experience Perrin”.
The technique was developed and programs for virtual laboratory work “Determination of the
electron charge in the Millikan experiment” (figure 5) and “Determination of the electron charge in
the Ioffe-Dobronravov experiment” (figure 5) were created [23]. The program code is written in C++
using the cross-platform Qt framework. All controls are visible in the figures. The programs provide
for the generation of particles with different numbers of electrons and masses. The movement (calm) of
a charged dust particle is monitored in real time.
In these works, the student observes charged microdroplets in real time, and also, for example, for the
Ioffe experiment, controls devices to create equilibrium. In this case, the student must collect enough
experimental data to see patterns, make calculations and draw conclusions. Thus, the student will be
able to feel what incredible work has been done by scientists to discover the discreteness of the charge,
determine the charge of the electron, or confirm Planck’s hypothesis.
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Figure 5: The window of virtual laboratory work of determining the charge of an electron.
The advantage of such a computer simulation is its simplicity: there is no need to maintain a laboratory
bench, select its parameters, and no special personnel are required to assist the student in carrying out
the work. In addition, in a computer model, you can change the method of work without changing the
essence of the experiment. For example, in the developed Ioffe Experiment program, the photoelectric
effect manifests itself instantly with the irradiation of a dust particle, and not with an interval of 30
minutes, as was the case in a real experiment.
Speaking about the quality of a laboratory workshop, I would also like to raise the issue of creating
such works that would demonstrate that physics is an integral science. There are not many works in
which several sections are intertwined. Let’s give an example that demonstrates the relationship of 3
different sections: molecular physics, electromagnetism and nuclear physics – this is mass spectrometry.
The student is asked questions: why are there chemical elements in the periodic table whose molar
mass does not correspond to an integer number of nucleons? The answer is hidden in the “nuclear
physics” section when talking about the existence of isotopes. And how to separate them by mass, if
they are stable? The answer is mass spectrometry. However, the mass spectrometer is clearly not the
equipment of a training laboratory, it is an expensive special-purpose equipment, requiring appropriate
maintenance by trained personnel. However, in the topic “Action of the magnetic field” lectures always
talk about the use of the Lorentz force in these installations.
Thus, virtual laboratory work was created on the topic “Determination of the composition and
molecular weight of a chemical element using a mass spectrometer”. In the virtual setup (figure 6), it is
possible to determine the radius of curvature of the trajectory of singly charged ions of stable isotopes
moving in a magnetic field, depending on the accelerating voltage, and their concentration (by the
signal intensity on the detector). As a result, the molar mass of the test sample is calculated and which
chemical element is determined.
According to the authors, such work should form the basis of practicums that provide a physics
course with a small number of credits, or for distance learning with a minimum number of hours
allocated per practicum. In these cases, the work provides several branches of physics at once.
The Compton phenomenon is one of the key experiments considered as proof of the corpuscular
theory of electromagnetic waves. Along with the photoelectric effect, this phenomenon is considered
and analyzed in detail in the lecture course. However, there is no corresponding work in the list of
classical practicums; it cannot be implemented in the classroom. Through the use of virtual laboratory
work, this situation has been changed. Figure 7 shows that there is a real installation for studying
this phenomenon, but it uses a source of gamma radiation and an appropriate gamma-ray detector
that separates them by energy. It should be noted that the detector operates only at liquid nitrogen
temperatures, i.e. The instrument is not intended for use in a teaching laboratory.
The extended capabilities of this virtual laboratory work are that elements that emit gamma quanta
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Figure 6: The window of virtual laboratory work “The determination of the composition and molecular weight
of a chemical element using a mass spectrometer”.
Figure 7: The window of virtual laboratory work of research of the Compton effect.
of two energy values are selected as sources. First, it makes it possible to determine the Compton
wavelength of an electron. Secondly, it makes it possible to establish the fact that the effect does not
depend on the energy, but is determined only by the scattering angle.
The timely application of modern information technology to expand the laboratory workshop in
physics has become a very timely educational resource during the sudden quarantine measures caused
by COVID-19.
This forced transition to a distance learning process, along with the creation of new work, has set the
task of duplicating existing laboratory work. On figure 8 and figure 9 show virtual laboratory works
that fully reproduce experiments on real equipment. For example, in figure 8 shows the spectra of
mercury and hydrogen. They were filmed in real time, and in the program they were combined with the
scale of the spectrometer. Performing work in this form, the student actually does all the same actions
as with laboratory equipment. On figure 9 in the eyepiece of the virtual laboratory work pyrometer, the
observations of the pyrometer filament and the incandescence of the object are exactly the same as
reproduced by the real device.
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Figure 8: The window of virtual laboratory work “The study of the laws of thermal radiation”.
Figure 9: The window of virtual laboratory work “Studying the spectrum of the hydrogen atom and determining
the Rydberg constant”.
As can be seen from figure 8 and figure 9, these worksalready created as web pages that are displayed
in the browser. They were created with HTML, CSS, JavaScript. Thanks to the use of JavaScript, the
animation is fast, for example, compared to Flash. This version of the software product is dictated by
the ease of use during distance education. Since the use of programs with executable files (exe - files)
may require additional software.
Therefore, further virtual laboratory works were developed as web pages. For example, figure 10
shows the work of observing interference and determining the wavelength of light using a Fresnel
biprism. The possibilities of the virtual laboratory work have already been expanded in comparison
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Olena Tsvetkova et al. CEUR Workshop Proceedings 98–110
with the real analogue. So the audience was limited to the use of two light filters. In virtual laboratory
work, you can choose 4.
Figure 10: The window of virtual laboratory work “The Determining the wavelength of light using a Fresnel
biprism”.
4. Conclusions
The production of a quality software product should reduce skepticism about the use of virtual laboratory
work.
To date, the computer educational environment of the Pryazovskyi State Technical University consists
of 27 laboratory works. This number of works provides the course “Physics” for technical specialties in
sufficient volume. The works were tested in the educational process and gained interest and support
from students.
It should be noted that only one virtual laboratory work reproduces the circuit diagram with con-
ditional devices. The rest of the labs contain information with real lab equipment. There are no
boundaries for perfection. Some laboratory works have video fragments of real experiments. These
real observations and measurements provide statistical processing of measurement results, but their
drawback is the lack of multivariance of the initial data. Unfortunately, at the time of writing, the own
laboratory facilities of the Pryazovskyi State Technical University are not available due to the military
aggression of the Russian Federation against Ukraine and the conduct of hostilities in the territory
of Mariupol, but the university was evacuated to the Dnipro. Therefore, work on the creation and
expansion of virtual laboratory work will continue.
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