Enhancing Student Learning in Online STEM Labs Through Live Support: The Lab Assist Project

Remote access to laboratory equipment enables distance-learning STEM students to engage with authentic experimental activities, but some students experience barriers when using remote laboratories. This paper reports an exploratory mixed-methods study undertaken within the two-year Lab-Assist Project, which examined students’ and tutors’ perceptions of real-time or near-real-time support in remote STEM laboratory activities. Data were collected through stakeholder consultations with 13 Module Chairs, surveys of 41 students and 8 tutors, and a pilot of live-supported sessions involving two of the participating tutors within The Open University’s OpenSTEM Labs in the UK. Quantitative responses were analysed descriptively and qualitative responses thematically. Findings indicate that students valued timely and tailored support, particularly when experiencing difficulties with equipment, experimental procedures, or uncertainty about their performance. Tutor feedback highlighted challenges associated with fragmented information, preparation, and interpreting experimental tasks, providing a basis for considering the potential role of timely support in managing extraneous cognitive load. However, the study did not directly measure cognitive load or learning outcomes, and low pilot attendance and small voluntary survey samples limit the strength and generalisability of the evidence. Participants also expressed mixed views on automated support, suggesting that AI-based assistance may be appropriate for routine queries but should complement rather than replace human support. The study contributes design-oriented insights for developing responsive, accessible, and inclusive support models for remote STEM laboratories.