▁to ▁simulate ▁the ▁learning ▁process , ▁using ▁goals ▁and ▁object ives ▁to ▁measure ▁the ▁learn ers ’ ▁achiev ement . ▁Sand ers ▁( 2 0 0 6 ) ▁uses ▁mov ies ▁like ▁Term in ator ▁ 2 : ▁Jud gment ▁Day , ▁The ▁Matrix , ▁and ▁I , ▁Rob ot ▁as ▁callback s ▁to ▁alleg or ical ▁warnings ▁of ▁potential ▁m ish aps ▁of ▁re lying ▁too ▁much ▁on ▁technology . ▁He ▁presents ▁possible ▁ways ▁to ▁balance ▁a ▁distance ▁course ▁so ▁that ▁it ▁can ▁effectively ▁simulate ▁a ▁learning ▁environment . ▁ ▁Bar ney , ▁Bishop , ▁Ad long , ▁and ▁Bed good ▁( 2 0 0 9 ) ▁studied ▁the ▁use ▁of ▁a ▁ 3 D ▁virtual ▁labor atory ▁as ▁a ▁tool ▁to ▁familiar ize ▁distance ▁learning ▁chem istry ▁students ▁with ▁an ▁actual ▁chem istry ▁labor atory . ▁While ▁it ▁was ▁not ▁incorpor ated ▁into ▁the ▁initial ▁study , ▁the ▁research ers ▁suggest ▁including ▁instruction al ▁sc aff old ing ▁experiences ▁to ▁help ▁alle vi ate ▁students ’ ▁anx iet ies ▁with ▁applying ▁mathematics ▁and ▁chem istry ▁concepts ▁in ▁the ▁actual ▁labor atory ▁setting ▁( Bar ney , ▁Bishop , ▁Ad long , ▁and ▁Bed good ▁ 2 0 0 9 ). ▁The ▁virtual ▁labor atory ▁does ▁not ▁replace ▁the ▁real - world ▁experience , ▁rather ▁it ▁helps ▁to ▁enh ance ▁the ▁student ' s ▁schema ▁of ▁a ▁chem istry ▁labor atory ▁and ▁prepare ▁them ▁for ▁performance ▁expect ations ▁in ▁the ▁actual ▁environment . ▁Web - based ▁virtual ▁science ▁labor ator ies ▁are