Identification and reduction of critical errors in basic laboratory practical: utilizing video tutorials as a tool for enhancing efficiency

Abstract

Practical laboratory training is a cornerstone of education in all chemistry-related disciplines at universities. The primary goal is to teach students the correct execution of fundamental laboratory practical, which serves as a foundation for more complex, specialized techniques that are crucial for their professional careers. Laboratory practice can be challenging to master, as it requires the seamless integration of theoretical knowledge with practical application. Students often struggle to comprehend these methods and to identify key information during their studies, which was the key issue that this study focused on. To address the main research question, it was necessary to produce highly effective instructional videos that identified critical steps, which students often overlook, leading to incorrect execution of fundamental laboratory practical. In the first part of the study, these critical steps were identified by instructors of laboratory practical in first-year university students for two basic techniques: filling a volumetric flask in a pH experiment and vacuum filtration using a Büchner funnel. The problematic steps were then incorporated into the creation, filming, editing, addition of effects, and voice-over commentary for the aforementioned techniques. These specially tailored videos were integrated into the curriculum and assessed for their effectiveness in addressing the identified critical steps. The results clearly indicate a significant improvement in the execution of both techniques, with students better recognizing the important steps, and previously incorrect steps being minimized. The incorporation of these customized videos into the curriculum was also supported by the students themselves. Our results suggest that the integration of theoretical knowledge and practical skills is the key factor for success in appropriate laboratory practice and the understanding of individual laboratory techniques. Multimedia materials can assist students in better comprehending the described steps through visualization, thereby reinforcing their theoretical knowledge.

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Introduction

Practical laboratory training serves as a cornerstone for most higher education institutions specializing in natural sciences. It emphasizes the integration of theoretical and practical knowledge, aiming to enhance students' skills not only in chemistry but also in physics and biology (Herman et al., 2005). This focus on skill development occurs during the instruction of fundamental laboratory practical, as the correct and safe execution of these techniques is crucial for mastering both basic chemical experiments and advanced chemical methods (Cresswell et al., 2019). University laboratories are thus designed to allow students to refine their knowledge while also learning how to navigate and operate within a chemical laboratory, skills that will be valuable not only during further studies but also in their professional careers (Herman et al., 2005; Rayner and Papakonstantinou, 2015). Both individual and collaborative work in chemical laboratories addresses the continually increasing demands for technical skills, teamwork, and interpersonal abilities, which are essential, though not exclusively, for the technical industry (Kondok and Fair, 2017).

A laboratory practical course is typically taught in the first year of university, where students usually encounter a different mode of instruction, specialized texts, and materials compared to previous educational levels. Incoming first-year students possess knowledge that, unlike that of experts with specific focus, is not organized or classified, leading to a potentially convoluted map of information without a clear foundation (Cooper et al., 2017). University instructors, on the other hand, are adept at efficiently extracting information from technical texts and can rapidly distinguish between critical and supplementary information, thereby establishing a solid knowledge base (Bransford et al., 2000). It is crucial to assist students in clearly categorizing the provided information and to ensure the availability of high-quality materials for independent study, which can enhance the quality of student performance (Tenney et al., 2024) and reduce student demotivation, stress and overload that cause students to drop out of chemistry courses (Guo et al., 2022).

The teaching of the laboratory practical course experienced a significant shift during the COVID-19 pandemic, leading to an increased integration of multimedia technologies into chemistry education (DeCoito and Estaiteyeh, 2022; Faith 2023). This shift also supported the incorporation of multimedia and information technologies into the curriculum itself. The use of information technologies (IT) help students improve their skills, increase motivation, and foster a positive attitude towards learning (He et al., 2012). Thus, it is essential to explore and promote new ways of integrating these technologies into education. One such approach could be the inclusion of modern virtual laboratories, which could be utilized in both distance and in-person learning settings. However, the financial cost of virtual reality and student attitudes, which remain divided – some valuing virtual/online education while a majority still prefers traditional in-person laboratories – continue to pose challenges (Holme 2020).

A more affordable option as the use of GoPro cameras for recording, which provides a direct view of the procedure, has been identified as a potential solution for incorporating modern technologies into education. Yet, it faces issues with poor-quality footage that does not adequately convey information to students (Altowaiji et al., 2021). As an alternative solution, employing tools that facilitate the understanding of complex chemical concepts and processes (Herman et al., 2005), such as high-quality videos produced by experts directly from laboratories, could provide valuable online resources to prepare students for traditional in-person classes (Loughlin and Cresswell, 2021). Effective student preparation relies on the clarity and quality of educational materials provided (Altowaiji et al., 2021). Online resources have been shown to positively impact students, with those utilizing such materials demonstrating better skills compared to those relying solely on standard materials (Arasasingham et al., 2005; Hall and Evans, 2006). Video-based review materials have led to significantly improved average test results, with students commonly watching these videos up to four days before an exam (Richards-Babb et al., 2014).

Laboratory practical can represent a significant source of stress for first-year students. Familiarizing students with the visual aspects of laboratory procedures beforehand can help to improve their skills and coordination during laboratory work (Cresswell et al., 2019). High-quality instructional footage from the perspective of the performing individual can enhance students' confidence in conducting their own experiments (Fung, 2015). The ability to observe the entire procedure reduces student stress and results in not only better and more comfortable preparation for the actual session but also a higher quality of performance in the laboratory (Altowaiji et al., 2021). Although institutions offer individualized tutoring options, students often prefer self-study through online resources (He et al., 2012), and the quality of these resources may eventually correlate directly with the students' level of knowledge.

Regarding our investigation discussed in this work, it was guided by the following research questions, as summarized in Fig. 1:

Fig. 1 An illustration of the different phases of the research, from detecting critical points in selected laboratory techniques to their possible elimination and the improvement of students' skills.

• RQ1 (a) What are the critical steps and common error points in fundamental laboratory practical, (b) and how can these be identified to improve laboratory performance and educational outcomes?

• RQ2 Can video tutorials focused on the correct execution of basic laboratory methods reduce errors in the identified critical points during laboratory practical course and thereby improve the overall performance of students in chemical practices?

• RQ3 How do students perceive the implementation of instructional videos for basic laboratory practical compared to traditional study materials?

Methods

Although all high schools in the Czech Republic follow a unified program outlined in the Framework Educational Programme for Secondary General Education (Balada, 2007) or Framework Educational Programme for Secondary Vocational Schools (Framework Educational Programme for Secondary Vocational Schools database, 2024), which clearly defines the basic educational framework, students may possess slightly different knowledge and skills due to varying school curricula, which each school adjusts at its discretion (Fryč et al., 2020).

The laboratory practical course unifies students' skills from the very basics and focuses on the correct execution of individual tasks. As part of improving the teaching process, the research focused on the integration of multimedia technology into the laboratory practical course with the aim of eliminating the most common errors made by students.

Samples

Teachers. In the first phase, interviews were conducted with teachers (i.e. instructors of the laboratory practical course) to identify problematic areas in the tasks of filling a volumetric flask for pH measurements and vacuum filtration using a Büchner funnel. A total of 13 instructors from the Department of Inorganic Chemistry, Faculty of Science, Palacký University Olomouc, Czech Republic, participated in the study, including six with doctoral degrees, among them subject guarantor, all of whom have extensive teaching experience of at least 10 years. Additionally, seven doctoral candidates took part, each of whom has been teaching laboratory courses for at least two years after completing a one-year training under experienced supervisors.

Participants. The study involved a total of 181 first-year undergraduate students enrolled in the Bachelor's degree program in Chemistry at the Faculty of Science, Palacký University Olomouc, Czech Republic, during the academic year 2023/2024. Only students who were attending university for the first time and had no prior experience with higher education elsewhere were included. By focusing exclusively on first-year students, the study ensured that participants’ laboratory skills had not been previously developed or influenced by any prior university-level coursework. As part of their curriculum, all participants were required to complete the Laboratory Practical Course offered by the Department of Inorganic Chemistry in their first semester. All students included in the final analysis were those who successfully completed the entire task.

Data collection

Teachers. To answer RQ1 (a), we first analysed the critical points in basic laboratory practical. At the initial stage, interviews were conducted with individual course instructors to investigate challenging areas in foundational laboratory practical courses. Out of fourteen basic techniques, two were selected for focused analysis: filling a volumetric flask for pH measurements and vacuum filtration using a Büchner funnel. These two methods were included in the study due to their higher level of complexity, specifically to minimize the potential impact of any prior experience students might have with simpler techniques. The selected methods include one analytical technique and one advanced foundational method, which students typically do not encounter in secondary schools. Within each of these tasks, six specific steps were identified as consistently problematic, as they represent actions that instructors have frequently had to correct for students during laboratory practical over the years. To answer RQ1 (b), the success rate of these tasks was monitored during the laboratory practical course for the control group, which performed the tasks exclusively based on the instructional texts. The instructors evaluated the performance using a questionnaire designed to include the identified critical points (see below; Fig. S1 and S2 in SI).

To answer RQ2 in the second phase of the research, where video materials highlighting the identified critical points were incorporated in experimental group, changes in the success rate of performing individual tasks during basic practical were monitored through a defined same questionnaire (see below), which was used in the identification of the critical points.

Participants. In the first phase of the research (RQ1 (b)), the control group of 91 students performing the selected laboratory practical exercises was observed, and their individual mistakes and successes in performing the identified critical steps were recorded by the instructors of the laboratory course using a questionnaire (Fig. S1–S4 in SI).

The students in the control group worked exclusively with the basic instructional texts provided for the laboratory courses. These text materials served as the basis for the creation of the instructional videos used for the experimental group. The written instructional materials provided to the control group contained both the key information necessary for correct technique execution as well as additional contextual and theoretical details. The overall purpose of this approach was to determine how the format and focus of instructional materials influence students’ ability to correctly perform laboratory tasks and ultimately improve their practical laboratory skills.

In the second phase of the research (RQ2), an experimental group of 90 students was granted access to the additional video materials. The videos provided to the experimental group were intentionally designed to focus primarily on the essential key steps and did not contain any additional theoretical explanations or explicit verbal or visual cues highlighting the critical points. Instead, the videos presented a clear, concise practical demonstration derived directly from the text materials. This design allowed us to investigate whether students would perform better in the laboratory when exposed mainly to streamlined key information in a visual format compared to working with a more comprehensive written text that included supplementary details.

These specialized videos were provided individually to students 10 minutes before the start of the laboratory session to prevent their distribution for home viewing. Students were not allowed to take notes and could only watch the video once immediately before the practical work. After viewing the instructional video for the specific technique, students proceeded directly to the laboratory to perform the task. Their performance was then carefully recorded by the course instructor using the same type of questionnaire (see above; Fig. S3 and S4 in SI) that tracked the critical steps initially observed in the control group.

To answer RQ3, both groups of students involved in the study were asked to complete a questionnaire reflecting their experiences with the laboratory technique they had performed (Fig. S5 and S6 in SI).

Ethical considerations

The study followed established ethical principles, including those of the Ethics Committee of the Faculty of Science, Palacký University Olomouc, concerning provision of information, informed consent, the right to withdraw from participation, confidentiality, and use of data. All participating students were adults. The entire research was conducted in full anonymity, and it is not possible to associate any participant with the research results. For these reasons, no institutional approval was requested for conducting this work.

All students voluntarily provided informed consent prior to participation. During their regular laboratory classes, they agreed to be observed by the instructor, who recorded notes using a structured questionnaire. The research did not interfere with or alter the course instruction in any way. R. K. was one of the instructors involved in the study and all instructors participating in the research received the same training and were provided with pre-designed questionnaires (Fig. S1 and S2 in SI) and instructions to ensure consistency and minimize potential dual-role concerns of instructor–researcher.

Statistical analysis

To compare the performance of the control (text-only) and experimental (video) groups for each laboratory task, we calculated the mean number of correctly performed critical steps per student (maximum of 6). The standard deviation was estimated assuming binomial distribution for each step and summed across all six steps. Welch's t-test was then used to assess whether the means differed significantly between groups, accounting for unequal variances and different group sizes. In addition, Cohen's d was calculated for each task to estimate the effect size, using the pooled standard deviation of the two groups to indicate the practical significance of the observed differences.

Creation of intervention materials

The main step was the creation of videos that not only demonstrated the correct execution of laboratory techniques but also incorporated the identified problematic steps (critical points). This involved recording correctly performed techniques in one of the highest available qualities, specifically 4 K, to achieve the maximum possible resolution, always with careful selection of appropriate backgrounds and lighting, followed by graphic editing and the addition of audio commentary (Video S1 and S2 in SI). The videos feature clipart and graphic effects at critical points to highlight these areas for students, helping them recognize important steps in each technique. The emphasis on critical steps in our videos also aligns with the segmentation principle, which advocates for presenting content in clearly structured steps to reduce cognitive overload, enabling students to more easily identify key information (Sweller, 1994; Mayer, 2003). All the videos were edited to have a maximum timeline of 6 min to prevent the loss of attention that would result if the videos were longer (Brame, 2015). To ensure uniformity, the videos were created in Czech and English versions to provide video materials to foreign students. Combining visual and verbal input facilitates more efficient learning by engaging multiple channels of the working memory system (Mayer, 2009). The videos created for this purpose were incorporated into the research with the aim of eliminating the identified critical points, thereby addressing RQ2.

Results and discussion

To address our primary questions RQ1 and RQ2 we divided the experiment into two parts, each involving a survey. In the first part, we identified (RQ1 (a)) and confirmed the presence of critical points (RQ1 (b)) in the execution of various laboratory practical by students at the Faculty of Science, Palacký University Olomouc. Based on these critical points, we created instructional videos demonstrating the correct laboratory procedures. The second part of the experiment focused on evaluating the outcomes in this area (RQ2).

The study involved 13 laboratory practical instructors and a total of 14 groups of students conducting laboratory exercises. Two fundamental laboratory techniques were selected for the research: vacuum filtration and filling a volumetric flask.

Identification of critical points in laboratory techniques

In the first part of the research (RQ1 (a)), it was necessary to verify, identify, and detect critical tasks for students in individual laboratory exercises where the most common errors occur, affecting the overall accuracy of the work. The procedures identified as high-risk areas were selected based on interviews with 13 laboratory practical instructors (Table 1). Subsequently, the commonalities in their responses were included in the research.

Table 1 Selected critical points for volumetric flask filling in the pH measurement task (Vol1–6) and for vacuum filtration using a Büchner funnel (Vac1–6)

Label	Critical point specification
Volumetric flask filling
Vol1	The student used a pipette to transfer the solution being analysed into a volumetric flask.
Vol2	In the case of pH determination of an acid, the student first added distilled water to the volumetric flask, followed by the acid.
Vol3	The student rinsed the funnel with distilled water.
Vol4	The meniscus is aligned with the calibration mark.
Vol5	The student shook the solution in the volumetric flask.
Vol6	The student used pH test strips for a preliminary pH test.
Vacuum filtration
Vac1	The student correctly identified the required laboratory equipment.
Vac2	The student properly secured the apparatus to the stand.
Vac3	The student used a wash bottle appropriately.
Vac4	The student correctly connected the gas-washing bottle to the vacuum and the suction flask using hoses.
Vac5	The cut filter paper covered all openings of the Büchner funnel without bending against its walls.
Vac6	The student filtered the suspension until a clear filtrate was obtained.

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Verification of critical points

The data obtained in the initial research phase (RQ1 (a)) were tested with a control group of students (RQ1 (b)), and the results reveal the most challenging steps that students must undertake when performing specified laboratory techniques. A total of 91 students participated in selected laboratory techniques, with 46 performing volumetric flask filling during the pH measurement task and 46 conducting vacuum filtration using a Büchner funnel.

Volumetric flask filling in the pH measurement task. The data collected are based on instructor evaluation of responses from 45 students. The results obtained indicate that critical points Vol2 and Vol3 were the most confirmed, with 28 and 29 students making errors, respectively. It was concluded that the most common error was partial loss of sample due to improper handling of the funnel, resulting in a significant error in the overall method. In contrast, Vol6 was rated as less problematic with only 8 incorrect executions. The remaining progression points had approximately the same level of error, oscillating around 16 students (Fig. 2).

Fig. 2 Confirmation of previously discussed critical points (Table 1, Vol1–6) in the laboratory task of filling a volumetric flask during the pH measurement.

Vacuum filtration using a Büchner funnel. Total of 46 respondents participated. The results reflect a fairly high error rate for all questions. The most common errors occurred in Vac2 with 27 students making mistakes, respectively. The remaining tasks exhibited a relatively high error rate, with values consistently around 17 points (Fig. 3).

Fig. 3 Confirmation of previously discussed critical points (Table 1, Vac1–6) in the laboratory task of vacuum filtration.

Integration and subsequent efficacy validation of video tutorials in laboratory technique instruction

Based on the selection and subsequent identification of critical points (RQ1) in the execution of selected laboratory techniques, instructional videos were created in high-resolution 4 K, demonstrating the correct execution of these techniques. These videos were then incorporated into the second phase of the research to address RQ2. A total of 90 students participated in selected laboratory techniques, with 46 performing volumetric flask filling during the pH measurement task and 44 conducting vacuum filtration using a Büchner funnel.

Volumetric flask filling in the pH measurement task. A total of 46 students participated in testing the second phase of the research. The results clearly demonstrate a significant decrease in error rates across nearly all steps when video tutorials were incorporated. The only task with higher error was Vol3, with 15 students making errors, but there still was a significant increase in the success rate (Fig. 4).

Fig. 4 Assessment of the impact of video tutorials, developed by incorporating previously identified critical points (Table 1, Vac1–6), on enhancing success rates in laboratory technique Filling a volumetric flask.

Vacuum filtration using a Büchner funnel. Altogether 44 students participated in the study on vacuum filtration. The results indicate that the error rate for any given question did not exceed 8 students. The highest accuracy was observed in Vac3 and Vac4, with 38 students completing it correctly. These results demonstrated a clear reduction in error rates by students when videos were integrated into instruction (Fig. 5).

Fig. 5 Assessment of the impact of video tutorials, developed by incorporating previously identified critical points (Table 1, Vac1–6), on enhancing success rates in laboratory technique Vacuum filtration using a Büchner funnel.

Comparison of data adjusted for percentage accuracy

During the research, it was not possible to anticipate the exact number of students who would successfully complete each laboratory exercise. Therefore, only students who completed the entire exercise and were fully evaluated were included in the analysis. This approach resulted in a slight discrepancy between the control and experimental groups. To account for this variation, all data were converted to percentage values to enable an accurate comparison of performance (Tables 2 and 3).

Table 2 Comparison of data adjusted for the percentage accuracy of correct performance due to different numbers of respondents in the volumetric flask-filling task for laboratory pH measurement techniques

Questions	Integrated video (%)	Not integrated video (%)
The student used a pipette to transfer the solution being analysed into a volumetric flask.	80.4	71.1
In the case of pH determination of an acid, the student first added distilled water to the volumetric flask, followed by the acid.	73.9	37.7
The student rinsed the funnel with distilled water.	67.4	35.6
The meniscus is aligned with the calibration mark.	89.1	68.9
The student shook the solution in the volumetric flask.	91.3	53.3
The student used pH test strips for a preliminary pH test.	91.3	82.2

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Table 3 Comparison of data adjusted for percentage accuracy due to varying numbers of respondents in the vacuum filtration using a Büchner funnel

Questions	Integrated video (%)	Not integrated video (%)
Correct identification of laboratory equipment.	84.1	63.0
Proper assembly of the apparatus	81.8	41.3
Use of a wash bottle to protect the vacuum system.	86.4	67.4
Correct connection of the wash bottle to the vacuum system and apparatus.	86.4	58.7
Properly cut filter paper for the Büchner funnel.	84.1	65.2
Completion of the filtration only after obtaining a clear filtrate.	84.1	67.4

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For the volumetric flask-filling, the percentage comparison clearly evaluates the reduction in the error rate of all steps when video tutorials are included in the training (Table 2). Students who used the video tutorials achieved a success rate exceeding 65% in all questions. The final step proved to be the least problematic, as students demonstrated relatively high success rates with both the textual materials and the video tutorials. The individual data, including the exact number of students and details, are shown in Fig. 2 and 4.

The results for vacuum filtration clearly supported the inclusion of video materials in the curriculum (Table 3). For vacuum filtration, when videos focusing on critical points were provided, improvements were observed in all cases, with students achieving over 80% success. In some cases, this represented up to a two-fold improvement compared to students who learned from the study materials alone. Individual data, including the exact number of students and details, are captured in Fig. 3 and 5.

Statistical significance analysis of the data presented in Tables 2 and 3 was conducted using Welch's t-test. The analysis for correct performance revealed statistically significant results, with a t-statistic of 7.08 (p = 3.7 × 10⁻¹⁰) for the filling volumetric flask task (Table 2) and 6.44 (p = 7.2 × 10⁻⁹) for Table 3 also the analysis for correct performance revealed statistically significant results with large effect sizes: Cohen's d = 1.47 for the filling volumetric flask task and Cohen's d = 1.35 for vacuum filtration, indicating a substantial practical improvement when using video tutorials compared to text-only instructions. This indicates that students in the video group performed significantly better than those in the text-only group.

Students' attitudes towards the integration of video tutorials in teaching

All students participating in the research RQ1 (b) and RQ2 were given the opportunity to provide feedback on the integration of video tutorials into the teaching process. They provided feedback and had the opportunity to individually express their opinions on the conducted research.

Control group of students. Feedback questions on the option of integrating video:

1. I was confident in the correct procedure for my work.

2. My procedure was corrected by the instructor during the laboratory session.

3. A short instructional video for laboratory tasks would be beneficial.

In total, 45 students responded to questions regarding their understanding of the task of filling a volumetric flask for the pH measurement (Fig. 2) and their knowledge of the procedure, which was based solely on study materials, without the aid of videos. Positive responses predominated for all questions. The highest positive response was achieved for the final question, which focused on students' interest in video tutorials for laboratory techniques, with an overall positive feedback rate of 84.5%. The greatest discrepancy is observed in questions 1 and 2, where responses are contradictory. Students are confident that their work was correct, yet they also report that their work was corrected by the instructor due to errors. (Fig. 6A).

Fig. 6 Student feedback on the volumetric flask filling exercise for the pH measurement task (A) and Vacuum filtration using a Büchner funnel (B) in laboratory practical without access to video tutorials and their attitude towards the potential integration of such materials into the curriculum; questions: (1) I was confident in the correct procedure for my work. (2) My procedure was corrected by the instructor during the laboratory session. (3) A short instructional video for laboratory tasks would be beneficial.

All 46 students provided feedback on vacuum filtration (Fig. 6B). Similar to the feedback shown in Fig. 6A, students expressed that, in their opinion, the integration of video tutorials into the teaching process would have been a valuable aid. Although they did not have access to such videos during their preparation, they believed that having them could have significantly supported their understanding and performance.

Based on the provided responses (Fig. 6), it can be inferred that students are unable to recognise important steps in performing laboratory tasks and some students received the corrected steps provided by the instructor. Despite the correction of erroneous steps for some students, significant errors were displayed that led to overall poor execution of the methods.

Experimental group of students. Feedback questions on the evaluated videos:

1. Was attention maintained throughout the video?

2. Did the video assist me in following the correct procedure?

3. Would I like access to more laboratory technique videos?

4. Would a video with a more in-depth and extended explanation of the task be more suitable?

Just like in studies where videos were not incorporated (Fig. 2 and 3), all students participating in studies with videos (Fig. 4 and 5) were given the opportunity to express their views on the integration of video tutorials into the teaching process. The highest positive responses were recorded for question 1, with over 90% of students expressing complete agreement. Questions 2 and 3 also received positive feedback, with complete agreement values exceeding 60%. The question that showed a less clear stance from students regarding the recorded videos was question 4. The results clearly reflect that students are interested in the inclusion of video tutorials in the curriculum (Fig. 7A).

Fig. 7 Student feedback on video tutorials focused on critical points in the task of filling a volumetric flask for the pH measurement exercise (A) and vacuum filtration using a Büchner funnel (B); questions: (1) Was attention maintained throughout the video? (2) Did the video assist me in following the correct procedure? (3) Would I like access to more laboratory technique videos? (4) Would a video with a more in-depth and extended explanation of the task be more suitable?

Feedback on vacuum filtration was also similar. The highest number of positive responses was recorded for questions 1 and 3 with over 85% complete agreement. There was again a slightly varied stance from students regarding the length and amount of information provided by the video (Fig. 7B).

Discussion

Previous studies have presented students with both correct and incorrect examples of performing simple laboratory techniques, which did not lead to significant improvements. Some students experienced frustration due to their inability to identify critical steps (Tenney et al., 2024). Our research, therefore, focused on more complex laboratory processes, using only the correct method, where students are required to evaluate a large amount of information and the execution of the task. Previously, it was also reported that students equipped with multimedia technologies generally achieve better outcomes, as the integration of QR codes enables them to repeatedly access video tutorials (note: which was not allowed in our research), follow the instructions closely, and receive step-by-step guidance directly during the laboratory process (De la Flor López et al., 2016).

Our findings presented in this study demonstrated a significant improvement among students who had access to videos specifically targeting previously identified critical steps. The research indicates that when instructional videos are properly produced, students can reduce the frequency of errors even without relying on supplementary notes or video tutorials during the practical component. The created videos also fully support reducing the cognitive load associated with complex information (Mayer and Moreno 2003, Mayer, 2009). Students entering the laboratory with a clear understanding of how the procedures should be carried out exhibit greater confidence during execution, as they must rely solely on their memory and the information acquired from their study materials. The data clearly suggest that devoting additional effort to refining video materials could lead to even more substantial reductions in errors among students working independently in the laboratory environment. Nevertheless, as part of our ongoing efforts to better incorporate multimedia tools into chemistry education, the challenge remains in identifying the optimal approach to filming and editing such videos to minimize errors in laboratory techniques.

Although the primary focus of this study was on reducing errors in fundamental laboratory techniques, we recognize that the broader goal of laboratory education lies in fostering higher-order skills such as critical thinking, problem solving, and experimental design. Strengthening students’ confidence in routine procedures can serve as a foundation that frees cognitive capacity for more advanced learning tasks. This perspective aligns with educational innovations that aim to shift from procedural to student-centered laboratory learning, as exemplified by initiatives such as LabBuddy (van der Kolk, 2013 and the references cited therein).

Identifying critical points and incorporating them into the videos directly highlights key steps to help students perform the technique correctly. The findings in both cases demonstrate that incorporating such videos can be a significant benefit in teaching. The collected data clearly support the claim that integrating interactive teaching practices into chemistry lessons enhances efficiency and improves the educational process (Wan et al., 2020). Students achieve the best outcomes when using computer simulations, with video recordings ranking as a close second (Fabeku and Enyeasi, 2024). The data reveal a need for further investigation into critical points in the learning process and a deeper understanding of how students engage with video content. Such insights would allow for the development of instructional videos more closely aligned with students’ needs, thereby significantly enhancing their effectiveness.

The findings indicate that the primary challenge lies in the diversity of students and their individual needs. Future research cannot merely aim to create an ideal video from the educator's perspective that demonstrates only the correct procedure. Instead, it must first seek to understand how students engage with instructional videos, whether these resources meet their needs, and whether they simultaneously fulfil educators' expectations.

Additionally, although this study specifically involved first-year students who were attending university for the first time and thus had no prior experience with university-level laboratory practice, it is important to acknowledge that individual students’ intrinsic motivation and proactive preparation can influence their laboratory performance regardless of whether they study from theoretical texts or practical videos. Many students prepare in advance using various online resources that are freely accessible and beyond the researchers’ control. However, this advantage can occur equally in both the control and experimental groups and therefore should not have substantially biased the overall results. Rather, the focus of this study was to provide students with a clear visualization of the key steps demonstrated by experts in a distraction-free format, helping to reduce cognitive load and stress for students performing these methods for the first time, and to increase their confidence in the laboratory.

The discussed results also indicated that students strongly support the incorporation of video materials into their education and find them to be an effective tool for preparing for laboratory exercises. They also reflected that the provided videos would be improved by including more information about the methods. One of our future research interests will be to investigate whether such videos would still effectively highlight critical points and aid students in identifying and avoiding errors in basic techniques, or if the increased amount of information might dilute the focus on these critical aspects.

Conclusions and implications

The integration of instructional videos into the teaching of laboratory practical course has proven to be an effective approach for improving the chemical skills of first-year university chemistry students. In the first phase of the research, critical parts of the laboratory work in two selected laboratory techniques were identified by teachers and examined. These critical points arise from students' inability to comprehend technical texts and distinguish key steps from less significant ones. As a result, students struggle with a large volume of theoretical information, which they are later unable to translate into practice. Addressing these critical points makes the difference between correct and incorrect execution of laboratory techniques by the students.

The research strategy involved producing high-quality videos of fundamental laboratory techniques, with a particular focus on identified critical steps that students often mishandle. The main study built upon the pilot findings by incorporating created instructional videos directly into the curriculum. These videos were made available to the students only 10 min before the start of the laboratory session, despite the limited viewing time, the videos significantly reduced error rates at the critical points identified in the initial phase of the research. Welch's t-test revealed statistically significant differences between the experimental and control groups in both correct and incorrect performances across assessed laboratory techniques. For the volumetric flask filling task, correct performance showed a t-statistic of 7.08 (p = 3.7 × 10⁻¹⁰) and similarly, for the vacuum filtration task, correct performance demonstrated a t-statistic of 6.44 (p = 7.2 × 10⁻⁹). The analysis for correct performance revealed statistically significant results with large effect sizes, with Cohen's d equal to 1.47 for the filling volumetric flask task and 1.35 for vacuum filtration. These results indicate a substantial practical improvement when using video tutorials compared to text-only instructions. Also, this multimedia approach received highly positive feedback from students, including those from the pilot study who expressed a desire for potential access to such resources, as well as those who were introduced to the videos during the main study.

Author contributions

Conceptualization – RK, PŠ. Methodology – RK. Validation – RK. Formal analysis – RK. Investigation – RK, EM. Resources – PŠ. Data curation – RK, EM. Writing – Original draft – RK, PŠ. Writing – Review & editing – RK, PŠ. Visualization – RK, EM. Supervision – PŠ. Project administration – RK, PŠ. Funding acquisition – PŠ. All authors have revised the manuscript for important intellectual content and have read and agreed to the present version of the manuscript.

Conflicts of interest

None of the authors has any competing interests in the manuscript.

Data availability

Data were collected anonymously from human participants and aren't available due to ethical confidentiality. All participants consented to share their data only with the researchers directly involved in this project.

Supplementary information: Figure S1, S2 – questionnaires for verification of critical points; Figure S3, S4 – questionnaires for integration of video tutorials; Figure S5–S8 – questionnaires for students' attitudes; additional file 1,2 – supplementary videos S1 (Filling Volumetric Flask) and S2 (Vacuum filtration). See DOI: https://doi.org/10.1039/d5rp00229j

Acknowledgements

The financial support from the Palacký University Olomouc (PrF_2024_031 and PrF_2025_021) is gratefully acknowledged. The authors are grateful to students and senior teachers participating in this research for their time and effort.

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