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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
Language: English
Authors: Bianca C. Braga, William Hurst, John Barrow, John Long, Gregory C. Shearer, Joanna K. Hodges, Olivia Lawler (ORCID 0000-0002-7283-5416), Ravi Patel, Terry Schiavone, Travis D. Masterson
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
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Bianca+C%2E+Braga%22">Bianca C. Braga</searchLink><br /><searchLink fieldCode="AR" term="%22William+Hurst%22">William Hurst</searchLink><br /><searchLink fieldCode="AR" term="%22John+Barrow%22">John Barrow</searchLink><br /><searchLink fieldCode="AR" term="%22John+Long%22">John Long</searchLink><br /><searchLink fieldCode="AR" term="%22Gregory+C%2E+Shearer%22">Gregory C. Shearer</searchLink><br /><searchLink fieldCode="AR" term="%22Joanna+K%2E+Hodges%22">Joanna K. Hodges</searchLink><br /><searchLink fieldCode="AR" term="%22Olivia+Lawler%22">Olivia Lawler</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7283-5416">0000-0002-7283-5416</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ravi+Patel%22">Ravi Patel</searchLink><br /><searchLink fieldCode="AR" term="%22Terry+Schiavone%22">Terry Schiavone</searchLink><br /><searchLink fieldCode="AR" term="%22Travis+D%2E+Masterson%22">Travis D. Masterson</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Biochemistry+and+Molecular+Biology+Education%22"><i>Biochemistry and Molecular Biology Education</i></searchLink>. 2025 53(5):500-508.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Biochemistry%22">Biochemistry</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink>
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  Data: 10.1002/bmb.70001
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  Data: 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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  Data: 2025
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  Data: EJ1483694
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