Impact of Virtual Laboratory-Assisted Microlearning on Students' Motivation, Engagement, and Academic Success

Authors

DOI:

https://doi.org/10.56059/jl4d.v12i1.1715

Keywords:

Open and distance learning, microlearning, virtual laboratory, motivation, engagement

Abstract

Open and distance learning (ODL) often faces challenges in increasing student motivation and engagement. This study aimed to examine the effectiveness of a virtual laboratory-assisted microlearning platform in alleviating the identified challenges. Using a quasi-experimental methodology, 52 students from higher education institutions in Indonesia were divided into two different groups: the experimental group received a virtual laboratory-assisted microlearning treatment, while the control group utilized a conventional microlearning platform. Descriptive statistical analysis revealed that the experimental group achieved mean motivation and engagement score of 187.00 (SD = 3.82213), in contrast to the control group, which recorded a lower mean score of 167.8929 (SD = 6.03287). A statistically significant difference between the two groups was demonstrated through a t-test (t = 13.375, p < 0.001). Furthermore, the N-Gain analysis proved the superior effectiveness of the experimental group, resulting in a score of 0.7243 (high category) compared to the control group's score of 0.4697 (moderate category). This finding confirms that the integration of virtual laboratory in microlearning not only increases motivation and engagement, but also contributes to students' academic success in ODL, making it an effective alternative for teaching in the digital era.

Author Biographies

  • I Gede Budi Mahendra, Manado State University

    I Gede Budi Mahendra is an Assistant Professor at the Department of Electrical Engineering Education, Universitas Negeri Manado. His research interests include Microlearning, TPACK, TVET, Instructional Design, and Electrical Engineering Education. In addition to his teaching duties, he is actively engaged in writing books and scientific articles. Email: igedebudimahendra@unima.ac.id (https://orcid.org/0009-0006-5225-3116)

  • Billy Killis, Manado State University

    Billy Killis is an Associate Professor at the Department of Electrical Engineering Education, Universitas Negeri Manado. The focus of his studies is Electrical Engineering Education, IT-based Learning, TVET, Philosophy of Education, and Management and Evaluation of Higher Education. He is active as a speaker in academic seminars both nationally and internationally. Email: billykillis@unima.ac.id (https://orcid.org/0009-0003-6472-549X) 

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Published

2025-03-24

Issue

Vol. 12 No. 1 (2025): ISSUE 1

Section

Research Articles

License

Copyright (c) 2025 I Gede Budi Mahendra, Billy Killis

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How to Cite

Impact of Virtual Laboratory-Assisted Microlearning on Students’ Motivation, Engagement, and Academic Success. (2025). Journal of Learning for Development, 12(1), 1-16. https://doi.org/10.56059/jl4d.v12i1.1715