Efficacy and Engagement with an Immersive Virtual Learning Experience of the Citric Acid Cycle
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| Title: | Efficacy and Engagement with an Immersive Virtual Learning Experience of the Citric Acid Cycle |
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| Language: | English |
| Authors: | Bianca C. Braga, William Hurst, John Barrow, John Long, Gregory C. Shearer, Joanna K. Hodges, Olivia Lawler (ORCID |
| Source: | Biochemistry and Molecular Biology Education. 2025 53(5):500-508. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Biochemistry, Computer Simulation, Video Technology, Undergraduate Students, Student Attitudes, Educational Technology, Technology Uses in Education, Learner Engagement, Science Instruction |
| Geographic Terms: | Pennsylvania |
| DOI: | 10.1002/bmb.70001 |
| ISSN: | 1470-8175 1539-3429 |
| Abstract: | This randomized controlled trial assessed the comparative effectiveness of a biochemistry education program delivered through an immersive virtual reality (iVR) experience and traditional video-based instruction. Undergraduate students enrolled in three nutrition courses from a large R1 American university participated (n = 95). Students were randomly assigned to either an iVR condition (n = 48) or a video condition (n = 47). Students either viewed a nutritional biochemistry video or participated in an interactive iVR nutritional biochemistry experience. Nutritional biochemistry quiz scores improved, with a significant difference between the video condition and iVR condition (P = 0.05). Engagement scores were higher for the iVR (mean = 4.60) compared to the video (mean = 4.33; p = 0.02). Additionally, the total heuristic evaluation was higher for the iVR group compared with the video group (p = 0.01). Delivery of biochemistry education materials through iVR technology was shown to be more engaging than traditional video-based instruction. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1483694 |
| Database: | ERIC |
| Abstract: | This randomized controlled trial assessed the comparative effectiveness of a biochemistry education program delivered through an immersive virtual reality (iVR) experience and traditional video-based instruction. Undergraduate students enrolled in three nutrition courses from a large R1 American university participated (n = 95). Students were randomly assigned to either an iVR condition (n = 48) or a video condition (n = 47). Students either viewed a nutritional biochemistry video or participated in an interactive iVR nutritional biochemistry experience. Nutritional biochemistry quiz scores improved, with a significant difference between the video condition and iVR condition (P = 0.05). Engagement scores were higher for the iVR (mean = 4.60) compared to the video (mean = 4.33; p = 0.02). Additionally, the total heuristic evaluation was higher for the iVR group compared with the video group (p = 0.01). Delivery of biochemistry education materials through iVR technology was shown to be more engaging than traditional video-based instruction. |
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| ISSN: | 1470-8175 1539-3429 |
| DOI: | 10.1002/bmb.70001 |
