Contribution: Prior studies comparing the effectiveness of different laboratory learning modes do not allow one to draw a universally valid conclusion, as other influences are mixed with the learning modes. In order to contribute to the existing body of work and to add another piece to the puzzle, this article demonstrates an improved methodology to evaluate the effectiveness of computer-simulated laboratories in comparison to hands-on exercises using a battery basics practical course as a case study. Background: Computer-simulated experiments are becoming increasingly popular for conducting laboratory exercises in higher education and vocational training institutions. To ensure the consistent quality of laboratory learning, an accurate comparison between the results of simulated experiments and practical hands-on experiments is required. Intended Outcomes: In this article, the achievement of the following learning objectives were compared between the two laboratory modes: 1) comprehension of the most important parameters of battery cells and 2) knowledge on how these parameters can be determined using adequate experimental procedures. Application Design: To avoid interference of factors other than laboratory mode on the learning, laboratory instructions and experimental interfaces ensured identical execution of the experiments in the compared modes. Using a counterbalanced methodology, the two laboratory modes alternated by the session, while the experimental procedures remained constant regardless of the respective modes. Findings: Tests taken by the participants after conducting the laboratory experiments revealed that hands-on laboratories resulted in statistically significantly better student performance than simulated laboratories. This difference was even more pronounced for the participants that finished a vocational education and training program before the university studies.

中文翻译：

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在实验室教授电池基础知识：动手与模拟实验

贡献：先前比较不同实验室学习模式有效性的研究无法得出普遍有效的结论，因为其他影响与学习模式混合在一起。为了对现有的工作做出贡献并为拼图添加另一块，本文展示了一种改进的方法来评估计算机模拟实验室的有效性，与使用电池基础实践课程作为案例的动手练习相比学习。背景：计算机模拟实验在高等教育和职业培训机构进行实验室练习越来越受欢迎。为确保实验室学习质量的一致性，需要将模拟实验的结果与实际动手实验的结果进行准确比较。预期成果：在本文中，对两种实验室模式之间以下学习目标的实现情况进行了比较：1) 理解电池最重要的参数；2) 了解如何使用适当的实验程序确定这些参数。应用设计：为避免实验室模式以外的因素对学习的干扰，实验室指令和实验界面保证了对比模式下实验的相同执行。使用平衡方法，两种实验室模式在会话中交替，而无论各自的模式如何，实验程序都保持不变。发现：参与者在进行实验室实验后进行的测试表明，动手实验室在统计上显着优于模拟实验室的学生表现。对于在大学学习之前完成职业教育和培训课程的参与者来说，这种差异更为明显。