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Computer based learning packages have a role, but care needs to be given as to when they are delivered

Abstract It is compulsory for first year biological science students at Queens University Belfast to complete a range of assessed, laboratory-based practicals in various scientific procedures including dissection. This study investigates student performance and attitudes when they have to complete a traditional dissection and a computer based learning (CBL) package (virtual dissection). One group of students had to complete the traditional dissection followed by a brief class test then the virtual dissection and the same test with the questions reordered. The second group of students were subjected to the same conditions the only difference being the order of the practicals, the virtual dissection first, followed by the traditional dissection. Test results showed that students performed better directly following the traditional practical approach in both groups despite pre-exposure to the CBL simulation in the second group. Student comments indicated that they preferred the traditional dissection and that it should not be replaced by the virtual practical. However, they also indicated that they enjoyed the different type of interactivity offered by the CBL package and would like to see both approaches used together to complement one another and reinforce their biological knowledge.