Designing and Evaluating an Interactive Digital Platform for Biology Laboratory Skills Teaching

Thesis Abstract

The effective instruction of practical skills in biology education remains a challenge due to limited laboratory resources, safety concerns, and the constraints of traditional teaching methods, which often hinder students’ engagement and skill acquisition. This study aims to design, implement, and evaluate an interactive digital platform tailored to enhance biology laboratory skills teaching among undergraduate students. The core objectives are to develop a user-centered digital platform that incorporates multimedia simulations, interactive assessments, and virtual lab experiments; to assess the platform’s usability, engagement, and impact on skill acquisition; and to compare its effectiveness against conventional laboratory instruction methods. Employing a mixed-methods research design, the study integrates quantitative and qualitative approaches to provide a comprehensive evaluation. The population comprises 300 undergraduate biology students enrolled in introductory lab courses at a leading university, with a stratified random sampling technique selecting 150 participants for the experimental group (using the digital platform) and 150 for the control group (traditional method). Data collection instruments include standardized practical skills assessments, pre- and post-intervention questionnaires measuring students' self-efficacy and motivation, usability scales, and focus group discussions for qualitative feedback. To ensure validity and reliability, instruments are subjected to expert review, pilot testing, and the calculation of Cronbach's alpha coefficients exceeding 0.8. Data analysis involves statistical techniques such as independent samples t-tests and analysis of covariance (ANCOVA) to compare pre- and post-test scores, regression analysis to identify predictors of skill improvement, and thematic analysis of focus group narratives to explore user experiences. The study leverages constructivist and experiential learning theories, particularly Vygotsky’s Social Constructivism and Kolb’s Experiential Learning Theory, to inform the design and pedagogical rationale of the digital platform. Expected findings indicate that students utilizing the interactive platform will demonstrate significantly higher practical skills scores, enhanced self-efficacy, and increased motivation compared to those in the control group. Usability evaluations are anticipated to confirm that the platform's multimedia features and interactive components foster higher engagement and perceived ease of use. Qualitative insights are expected to reveal critical factors influencing acceptance and integration into existing curricula. This research contributes to the field of biology education by providing empirical evidence on the efficacy of digital technology integration in laboratory skills development, aligning with current pedagogical trends emphasizing active, student-centered learning. It extends theoretical understanding by applying constructivist principles within digital environments and offers a validated framework for designing such platforms. Moreover, the study proposes practical guidelines for educators and curriculum developers seeking to implement digital laboratory tools effectively. The main conclusion affirms that well-designed interactive digital platforms can significantly improve practical skill acquisition, student motivation, and engagement in biology laboratories. Consequently, it recommends the adoption of digital laboratory platforms as complementary or alternative approaches to traditional methods, suggesting further research into long-term retention of skills, scalability across different educational contexts, and integration with emerging technologies such as augmented reality. The study underscores the imperative for institutions to leverage digital innovations to overcome resource limitations while enhancing the quality and inclusivity of biology laboratory education.