*3.2.3 Virtual rats*

Animals' experiments, classically used in the learning process of physiology, have been gradually replaced by "virtual animals", with enormous advantages: reduction of the live animals used and replacing them by alternatives. The use of "virtual rats" is one of the best known alternatives. We use, for several years and with remarkable academic success, a "Laboratory exercise using "virtual rats" to teach endocrine physiology" [69] and "Virtual rat: a tool for understanding hormonal regulation of gastrointestinal function" [70]. Although may be considered "old" papers, they remain actual. Through the description of the experiment and by the analysis of the results given, students are invited to actively enhance their understanding of physiology and foster logical thinking and problem-solving skills.

### *3.2.4 Kahoot and online quizzes*

Z generation and technology are always holding hands. Most students (in many cases all students) not only own smartphones and other gadgets but are also attached

### *Virtual Physiology: A Tool for the 21st Century DOI: http://dx.doi.org/10.5772/intechopen.99671*

to them (both physically and emotionally), and in some cases are inseparable. Smartphones provide convenience, portability, comprehensive learning experiences, multi sources and multitasks, and are environmentally friendly. Students use their smartphones for a great variety of tasks: to be connected to their friends, to be on top of every event, and to access teaching materials or supporting information, normally accessible through the Internet. They also use smartphones to interact with teachers and group colleagues outside classes.

Students using interactive quizzing in an online setting reported increased engagement whilst learning due to the fun, joyful and attractive environment, and because of the interaction that occurs. It has also other advantage: the fact that it promotes a healthy competition, conducting to better learning outcomes. A great advantage of Kahoot! is that it is equally effective across both face-to-face and online teaching sessions (**Figure 7**).

Other online quizzes available on the internet, like Socrative, are also utilized in the process of teaching and learning physiology.

### *3.2.5 Virtual laboratories*

As mentioned, simulations can be a practical and effective alternative to traditional laboratory experiences, sparing the need to use subjects (e.g., animals) and/or expensive equipment. There are some online resources available, but our main experience is with Labster [71] (https://www.labster.com/), a platform of laboratory virtual simulations, aiming to increase the learning outcomes. Upon launch a simulation, students are invited to go through a tutorial to know how to navigate in the simulation (arrows that will indicate where to look, or where to go, holograms that show were to

#### **Figure 8.** *Labster simulation: Hematology. Introduction to blood.*

go or where to place objects, like pipettes, glass slides, beakers…). There is a lab pad, available during all the simulations that help the student with four sections: the Home page provides instructions and quiz questions, the Theory page gives access to all the information needed in order to answer the quiz questions, the Media page stores all the images seen during the simulation, and finally the Mission page provides an overview of all the simulation steps (**Figure 8**).
