- Шафорост, Юлія (orcid.org/0000-0002-0002-2803), Лут, Олена (orcid.org/0000-0002-0288-4255) and Шпак, Валентина (orcid.org/0000-0003-0913-6150) (2026) Implementation of edutainment elements in blended chemistry learning using the ChemCollective virtual laboratory Information Technologies and Learning Tools, 2 (112). pp. 134-153. ISSN 2076-8184
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Abstract
The article presents the results of a study on the effectiveness of using the ChemCollective virtual laboratory to introduce elements of edutainment into blended chemistry learning, based on combining instructional activities with interactive, inquiry-based, and game-like formats to enhance students’ motivation and engagement. The study was conducted during the 2023–2024 academic year. It involved 141 students, including 72 first-year and 69 second-year students enrolled in the following specialties: 101 “Ecology,” 201 “Agronomy,” 091 “Biology and Biochemistry,” and 014.05 “Secondary Education (Biology and Human Health).” The research had a short-term design and focused on assessing changes in students’ motivation and confidence after a series of virtual simulations that complemented the study of general, inorganic, and analytical chemistry. The methodology included analysis of curricula, adaptation of laboratory work to a blended format, and students’ completion of training tasks in the virtual laboratory, where they modeled experiments and analyzed results. Special attention was given to integrating the virtual laboratory into blended learning, enabling both in-person and remote simulations, and supported by methodological instructions and teacher consultations. The study produced step-by-step guidelines and electronic protocols, including Google Forms, which standardized task completion and improved preparation quality. Assessment covered student engagement, confidence, and competencies, evaluating practical skills through experiment accuracy, result interpretation, and independent analysis. The effectiveness of virtual laboratories was measured by knowledge acquisition, practical skill development, and increased motivation. The results showed an overall success rate of 75% (70% among first-year students and 81% among second-year students), with the main challenges being insufficient theoretical preparation and technical issues. Statistical methods (χ² test and rank-based approaches) confirmed no significant differences between groups and enabled an objective evaluation of changes in performance and motivation. The findings demonstrate the positive impact of the virtual laboratory on motivation, engagement, and practical competencies, outlining prospects for further longitudinal research.
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