Genes in 3D: The Impact of Virtual Reality on Biology Students' Performance and Perceptions
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| Title: | Genes in 3D: The Impact of Virtual Reality on Biology Students' Performance and Perceptions |
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| Language: | English |
| Authors: | Audon Archibald, Regina Kaplan-Rakowski (ORCID |
| Source: | British Journal of Educational Technology. 2026 57(2):559-578. |
| 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: | 20 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Adult Education |
| Descriptors: | Computer Simulation, Biology, Undergraduate Students, College Science, Andragogy, Science Achievement, Genetics, Lecture Method, Science Instruction, Instructional Effectiveness, Scores, Technology Integration |
| DOI: | 10.1111/bjet.70034 |
| ISSN: | 0007-1013 1467-8535 |
| Abstract: | This study explored the impact of high-immersion virtual reality (VR) as an innovative andragogical tool in undergraduate biology education. Amidst concerns about traditional lecture-based teaching methods, VR can offer interactive hands-on experiences. The study hypothesized that students who opt in for a supplementary VR experience will outperform the students presented with text-based lectures and the students presented with video-assisted content in content-related quizzes and assignments. The study involved 456 students of an undergraduate contemporary biology course. Three conditions were presented over four semesters: a VR activity focused on teaching genetics and Punnett squares that supplemented a video lecture, video lecture only and long-form text-based materials only. Pre- and post-VR activity tests were conducted to assess knowledge gains and perceptions of the VR experience of the 49 students who chose the additional VR experience. Results suggest significant improvements in the immediate content-related post-test scores, delivered in multiple-choice format. A significant difference was observed in the mean scores of the genetics module assignments (delivered in long-form text format) among the three groups (ie, VR-and-video-assisted group; video-assisted group; text-only materials group). The text-only group scored the lowest, while the video-and-VR-assisted group scored the highest, but only marginally higher than the video-assisted group. The results suggest that VR provides a viable, scalable and cost-effective complement to traditional laboratory practice. Rather than outperforming lecture-based approaches, VR offers an accessible way to practical experiences that would otherwise require specialized facilities or costly equipment. Our findings provide a baseline and highlight a need for further research to investigate the full potential and limitations of integrating VR in biology education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1496212 |
| Database: | ERIC |
| Abstract: | This study explored the impact of high-immersion virtual reality (VR) as an innovative andragogical tool in undergraduate biology education. Amidst concerns about traditional lecture-based teaching methods, VR can offer interactive hands-on experiences. The study hypothesized that students who opt in for a supplementary VR experience will outperform the students presented with text-based lectures and the students presented with video-assisted content in content-related quizzes and assignments. The study involved 456 students of an undergraduate contemporary biology course. Three conditions were presented over four semesters: a VR activity focused on teaching genetics and Punnett squares that supplemented a video lecture, video lecture only and long-form text-based materials only. Pre- and post-VR activity tests were conducted to assess knowledge gains and perceptions of the VR experience of the 49 students who chose the additional VR experience. Results suggest significant improvements in the immediate content-related post-test scores, delivered in multiple-choice format. A significant difference was observed in the mean scores of the genetics module assignments (delivered in long-form text format) among the three groups (ie, VR-and-video-assisted group; video-assisted group; text-only materials group). The text-only group scored the lowest, while the video-and-VR-assisted group scored the highest, but only marginally higher than the video-assisted group. The results suggest that VR provides a viable, scalable and cost-effective complement to traditional laboratory practice. Rather than outperforming lecture-based approaches, VR offers an accessible way to practical experiences that would otherwise require specialized facilities or costly equipment. Our findings provide a baseline and highlight a need for further research to investigate the full potential and limitations of integrating VR in biology education. |
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| ISSN: | 0007-1013 1467-8535 |
| DOI: | 10.1111/bjet.70034 |
