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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.
Authors: Archibald, Audon1 (AUTHOR), Kaplan‐Rakowski, Regina2 (AUTHOR), Thompson, Ruthanne1 (AUTHOR), Heap, Tania1 (AUTHOR) tania.heap@unt.edu
Source: British Journal of Educational Technology. Mar2026, Vol. 57 Issue 2, p559-578. 20p.
Subject Terms: *Biology education, *STEM education, *Educational technology, *Constructivism (Education), *Undergraduates, Virtual reality, Genetics
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. Practitioner notesWhat is already known about this topic Virtual reality (VR) has emerged as an increasingly viable method of engaging users in educational experiences.VR as a medium can engage users in ways traditional media struggle to achieve, such as fostering empathy and delivering immersive experiences.Hands‐on learning opportunities remain highly relevant to STEM education, an area highly appropriate for exploration in VR.VR has gained considerable traction in biology education.What this paper adds Evidence for the integration of VR into a high‐enrollment, accredited curriculum implemented in a naturalistic, ecologically valid context.A comparison of VR‐assisted biology lessons with more traditional, video‐ or text‐based lecture in high‐enrollment undergraduate courses.VR experiences may be more beneficial than lecture‐based instruction for complex topics in undergraduate education.Implications for practice and/or policy VR is particularly useful in addressing typically challenging learning concepts.The integration of VR technology with large‐enrollment undergraduate courses is possible.The availability of VR experiences and equipment remains necessary for the successful integration of VR. [ABSTRACT FROM AUTHOR]
Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Genes in 3D: The impact of virtual reality on biology students' performance and perceptions.
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  Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Educational+Technology%22">British Journal of Educational Technology</searchLink>. Mar2026, Vol. 57 Issue 2, p559-578. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22Biology+education%22">Biology education</searchLink><br />*<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Constructivism+%28Education%29%22">Constructivism (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+reality%22">Virtual reality</searchLink><br /><searchLink fieldCode="DE" term="%22Genetics%22">Genetics</searchLink>
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  Data: 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. Practitioner notesWhat is already known about this topic Virtual reality (VR) has emerged as an increasingly viable method of engaging users in educational experiences.VR as a medium can engage users in ways traditional media struggle to achieve, such as fostering empathy and delivering immersive experiences.Hands‐on learning opportunities remain highly relevant to STEM education, an area highly appropriate for exploration in VR.VR has gained considerable traction in biology education.What this paper adds Evidence for the integration of VR into a high‐enrollment, accredited curriculum implemented in a naturalistic, ecologically valid context.A comparison of VR‐assisted biology lessons with more traditional, video‐ or text‐based lecture in high‐enrollment undergraduate courses.VR experiences may be more beneficial than lecture‐based instruction for complex topics in undergraduate education.Implications for practice and/or policy VR is particularly useful in addressing typically challenging learning concepts.The integration of VR technology with large‐enrollment undergraduate courses is possible.The availability of VR experiences and equipment remains necessary for the successful integration of VR. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/bjet.70034
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        Text: English
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        PageCount: 20
        StartPage: 559
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      – SubjectFull: Biology education
        Type: general
      – SubjectFull: STEM education
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      – SubjectFull: Educational technology
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      – SubjectFull: Constructivism (Education)
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      – SubjectFull: Undergraduates
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      – SubjectFull: Virtual reality
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      – SubjectFull: Genetics
        Type: general
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      – TitleFull: Genes in 3D: The impact of virtual reality on biology students' performance and perceptions.
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              Text: Mar2026
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