Home⇛UE Research Journal⇛vol. 29 no. 1 (2026)

Perceptions of University of the East Students on Labster’s Software Quality and Its Effects on Academic Performance

Edelresea Juachon

Discipline: others in technology

 

Abstract:

The rapid advancement of digital technologies has significantly reshaped educational landscapes, positioning digital learning solutions as essential tools for strengthening student engagement and academic performance. This study examined the effects of Labster, a virtual laboratory simulation platform, on the perceptions and self-reported academic performance of Senior High School students at the University of the East, Caloocan Campus. Specifically, it explored students’ views on the platform’s convenience, usability, and contribution to their learning, as well as potential differences in perceptions between STEM and nonSTEM strands. Using a descriptive survey design, data were collected from 380 students who had utilized Labster in their coursework. Findings revealed that students across both academic tracks consistently regarded Labster as easy to navigate, user-friendly, and supportive of their learning needs. Respondents emphasized the platform’s accessibility, efficiency, and capacity to enhance their understanding of complex laboratory concepts. Moreover, the results showed minimal perceptual differences between STEM and non-STEM students, suggesting that Labster provides equitable learning benefits regardless of academic background. Overall, the study underscores the positive impact of virtual laboratory tools in promoting meaningful and engaging learning experiences. These findings highlight Labster’s potential as a valuable digital learning solution that aligns with institutional goals of innovation, improved instructional delivery, and sustained educational quality.



References:

  1. Alshammari, S. H., Ali, M. B., & Rosli, M. S. (2016). The influences of technical support, self-efficacy and instructional design on the usage and acceptance of LMS: A comprehensive review. Turkish Online Journal of Educational Technology, 15(2), 116–125.

  2. Brinson, J. R. (2015). Learning outcome achievement in nontraditional (virtual and remote) versus traditional (hands‑on) laboratories: A meta‑analysis. Journal of Science Education and Technology, 24(3), 1–14. https://doi.org/10.1007/s10956-014-9512-9
  3. Chen, J., Dai, J., Zhu, K., & Xu, L. (2022). Effects of extended reality (XR) on language learning: A meta-analysis. Frontiers in Psychology, 13, 1016519. https://doi.org/10.3389/fpsyg.2022.1016519
  4. Chen, J., & Cheng, C. (2022). The efficacy of incorporating virtual reality into EFL learning: A meta-analysis. Educational Research Review, 36, 100452. https://doi.org/10.1016/j.edurev.2022.100452
  5. CIP (2019). Caduceus International Publishing. The Top 5 Challenges to Online Learning (And How To Solve Them),
  6. CIP (2019). Digital literacy in higher education: A case study of student engagement with e-tutorials using blended learning. Journal of Information Technology Education: Innovations in Practice, 18, 1–28. https://doi.org/10.28945/4266
  7. Coban, M., Bolat, Y. I., & Goksu, I. (2022). The potential of immersive virtual reality to enhance learning: A meta-analysis. Educational Research Review, 100452. 10.1016/j.edurev.2022.100452
  8. Dela Cruz, J. P., Lejano, M. V., Martin, J., Marquez, S. J. R., Fernandez, A. R. S., & Bautista, R. G. (2025). Virtual laboratories in enhancing experimental skills and scientific understanding among high school learners.
  9. Fadda, D., Pellegrini, M., Vivanet, G., & Zandonella Callegher, C. (2022). Effects of digital games on student motivation in mathematics: A meta-analysis in K–12. Journal of Computer Assisted Learning, 38(1), 304–325. https://doi.org/10.1111/jcal.12618
  10. Faulconer, E. K., & Gruss, A. (2018). A review of virtual laboratories for science education. International Journal of Online and Biomedical Engineering, 14(4), 97–111. https://doi.org/10.3991/ijoe.v14i04.8404
  11. Garzón, J., & Acevedo, J. (2019). Meta-analysis of the impact of Augmented Reality on students’ learning gains. Educational Research Review, 27, 244–260. https://doi.org/10.1016/j.edurev.2019.04.001
  12. Haleem A, Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
  13. Hanine, H., Farajy, N., & Moumen, A. (2025). Virtual laboratories in STEM education: A scoping literature review on e-learning innovation. Engineering Proceedings, 112(1), 17. https://doi.org/10.3390/ engproc2025112017
  14. Hawkins et al., 2019, What is Digital Learning; https://gosa.georgia.gov/about-us/gosa-team.
  15. https://www.edsembli.com/digital-learning-4-key-challenges-and-their-solutions/
  16. https://www.linkedin.com/pulse/how-digital-learning-solutions-redefining-global- education-system-/
  17. Higgins, S., Xiao, Z., & Katsipataki, M. (2012). The impact of digital technology on learning: A summary for the Education Endowment Foundation. Education Endowment Foundation. https://educationendowmentfoundation. org.uk
  18. Higgins, K., Huscroft-D’Angelo, J., & Crawford, L. (2019). Effects of technology in mathematics on achievement, motivation, and attitude: A meta-analysis. Journal of Educational Computing Research, 57(2), 283–319. https://doi.org/10.1177/0735633117748416
  19. ISO/IEC 25010. (2011). Systems and software engineering — Systems and software Quality Requirements and Evaluation (SQuaRE) — System and software quality models. ISO.
  20. Khalid, I. L., Abdullah, M. N. S., & Fadzil, H. (2024). A systematic review: Digital learning in STEM education. Journal of Advanced Research in Applied Sciences and Engineering Technology, 51(1), 98–115.
  21. Khan, N., Qureshi, M. I., Raza, H., Imran, A., & Ismail, F. (2021). Digital technologies in Education 4.0: Does it enhance the effectiveness of learning? A systematic literature review. International Journal of Interactive Mobile Technologies (iJIM), 15(4), 31–47. https://doi.org/10.3991/ijim. v15i04.20291
  22. Lei, H., Wang, C., Chiu, M. M., & Chen, S. (2022). Do educational games affect students’ achievement emotions? Evidence from a meta-analysis. Journal of Computer Assisted Learning, 38(4), 946–959. https://doi.org/10.1111/jcal.12654
  23. Makransky, G., & Mayer, R. E. (2019). Benefits of simulations for learning: A meta-analysis. Educational Psychology Review, 31(4), 617–644. https://doi.org/10.1007/s10648-019-09455-6
  24. Makransky, G., Terkildsen, T. S., & Mayer, R. E. (2019). Adding immersive virtual reality to a science lab simulation: Effects on perceived learning, motivation, and presence. Journal of Educational Psychology, 111(2), 1–15. https://doi.org/10.1037/edu0000401
  25. Mishra, S. (2023). ESRAQ Group, Doha-Qatar. The Importance of Digital Solutions to an Educational Institution
  26. Nielsen, J. (1994). Usability Engineering. Academic Press.
  27. Potkonjak, V., Gardner, M., Callaghan, V., Mattila, P., Guetl, C., Petrović, V. M., & Jovanović, K. (2016). Virtual laboratories for education in science, technology, and engineering: A review. Computers & Education, 95, 309–327. https://doi.org/10.1016/j.compedu.2016.02.002
  28. Rutten, N., van Joolingen, W. R., & van der Veen, J. T. (2012). The learning effects of computer simulations in science education. Computers & Education, 58(1), 136–153. https://doi.org/10.1016/j.compedu.2011. 07.017
  29. Sellberg, C., Nazari, Z., & Solberg, M. (2024). Virtual laboratories in STEM higher education: A scoping review. Nordic Journal of Systematic Reviews in Education, 2, 58–75.
  30. Su J, & Yang W. (2022). Artificial intelligence in early childhood education: A scoping review. Computers and Education: Artificial Intelligence. 2022;3:100049. doi:  10.1016/j.caeai.2022.100049.  [CrossRef]  [Google Scholar]
  31. UNICEF. (2021). Digital learning for every child: Closing the gaps for an inclusive and prosperous future. UNICEF Office of Research – Innocenti. Available at: https://www.unicef.org/reports/digital-learning-for-every-child (unicef.org in Bing)
  32. Verschaffel, L., Depaepe, F., & Mevarech, Z. (2019). Learning Mathematics in metacognitively oriented ICT-Based learning environments: A systematic review of the literature. Education Research International, 2019. 10.1155/2019/3402035
  33. Villena-Taranilla R, Tirado-Olivares S, Cózar-Gutiérrez R, González-Calero JA. (2022) Effects of virtual reality on learning outcomes in K-6 education: A meta-analysis. Educational Research Review. 2022; 35:100434. doi: 10.1016/j.edurev.2022. 100434. [CrossRef] [Google Scholar]
  34. Zaharias, P., & Poylymenakou, A. (2009). Developing a usability evaluation method for e-learning applications: Beyond functional usability. International Journal of Human-Computer Interaction, 25(1), 75–98. https://doi.org/10.1080/10447310802546716 (doi.org in Bing)

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic