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Physics lab courses permanently undergo transformations, in recent timesespecially to adapt to the emergence of new digital technologies and theCovid-19 pandemic in which digital technologies facilitated distance learning.Since these transformations often occur within individual institutions, it isuseful to get an overview of these developments by capturing the status quo ofdigital technologies and the related acquisition of digital competencies inphysics lab courses. Thus, we conducted a survey among physics lab instructors(N=79) at German, Finnish, and Croatian universities. The findings reveal thatlab instructors already use a variety of digital technologies and that thepandemic particularly boosted the use of smartphones/tablets, simulations, anddigital tools for communication/collaboration/organization. The participantsgenerally showed a positive attitude toward using digital technologies inphysics lab courses, especially due to their potential for experiments andstudents' competence acquisition, motivational effects, and contemporaneity.Acquiring digital competencies is rated as less important than establishedlearning objectives, however, collecting and processing data with digital toolswas rated as an important competency that students should acquire. Theinstructors perceived open forms of labwork and particular digital technologiesfor specific learning objectives (e.g., microcontrollers for experimentalskills) as useful for reaching their learning objectives. Our surveycontributes to the reflection of what impact the emergence of digitaltechnologies in our society and the Covid-19 pandemic had on physics labcourses and reveals first indications for the future transformation of hands-onuniversity physics education.

physical review. physics education research

Physics lab courses under digital transformation: A tri-national survey  among university lab instructors about the role of new digital technologies  and learning objectives