Incorporating immersive learning into biomedical engineering laboratories using virtual reality
Abstract Background The Covid-19 pandemic caused a sudden shift towards remote learning, moving classes to online formats. Not exempt from this switch, laboratory courses traditionally taught in-person were also moved to remote methods, costing students the opportunity to learn these skills hands-on...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2022-08-01
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| Series: | Journal of Biological Engineering |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s13036-022-00300-0 |
| _version_ | 1811320790987046912 |
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| author | Megan Wilkerson Vitali Maldonado Srikanth Sivaraman Raj R. Rao Mostafa Elsaadany |
| author_facet | Megan Wilkerson Vitali Maldonado Srikanth Sivaraman Raj R. Rao Mostafa Elsaadany |
| author_sort | Megan Wilkerson |
| collection | DOAJ |
| description | Abstract Background The Covid-19 pandemic caused a sudden shift towards remote learning, moving classes to online formats. Not exempt from this switch, laboratory courses traditionally taught in-person were also moved to remote methods, costing students the opportunity to learn these skills hands-on. In order for instructors to provide course materials effectively and engagingly, non-traditional methods should be explored. Virtual reality (VR) has become more accessible in recent years. VR simulations have been used for many years as educational tools in high-risk settings such as flight or medical simulations. Immersive VR videos implemented in a remote laboratory course could provide the students with an engaging and suitable learning experience. To test the effectiveness of VR videos as a tool for remote education, VR videos of the laboratory component of a Biomolecular Engineering course were provided to students. A survey was distributed for students to self-report their experience with the videos. The survey contained quantitative and qualitative ratings of VR as an educational tool. Results The survey showed that students (~ 89% strongly agree or agree) believed the videos provided the opportunity to work at their own pace and were an appropriate length. While ~ 74% of students said that the videos provided enough information to understand the tasks, a small percentage felt that the videos improved their retention (~ 16%) and understanding (~ 9%) of the course material. About 28% of the students responded positively when asked about how VR videos improved their engagement with the material. ~ 30% reported confidence in applying the skills learned in the videos in the future and ~ 43% believe the VR videos were an acceptable alternative to in-person labs. Two-thirds of students reported feeling some form of discomfort while viewing the VR videos and 54% reported not using the headset for the videos and using the 3D video feature instead. Conclusions As many students reported the videos containing appropriate information, the content of the videos was not an issue. A combination of improved camera quality with motion stability, more comfortable headsets, and a reduction in editing issues could greatly improve the quality and effectiveness of VR videos. |
| first_indexed | 2024-04-13T13:05:40Z |
| format | Article |
| id | doaj.art-d90ae14cb76448f2904abf85999fd404 |
| institution | Directory Open Access Journal |
| issn | 1754-1611 |
| language | English |
| last_indexed | 2024-04-13T13:05:40Z |
| publishDate | 2022-08-01 |
| publisher | BMC |
| record_format | Article |
| series | Journal of Biological Engineering |
| spelling | doaj.art-d90ae14cb76448f2904abf85999fd4042022-12-22T02:45:48ZengBMCJournal of Biological Engineering1754-16112022-08-0116111110.1186/s13036-022-00300-0Incorporating immersive learning into biomedical engineering laboratories using virtual realityMegan Wilkerson0Vitali Maldonado1Srikanth Sivaraman2Raj R. Rao3Mostafa Elsaadany4Department of Biomedical Engineering, University of ArkansasDepartment of Biomedical Engineering, University of ArkansasDepartment of Biomedical Engineering, University of ArkansasDepartment of Biomedical Engineering, University of ArkansasDepartment of Biomedical Engineering, University of ArkansasAbstract Background The Covid-19 pandemic caused a sudden shift towards remote learning, moving classes to online formats. Not exempt from this switch, laboratory courses traditionally taught in-person were also moved to remote methods, costing students the opportunity to learn these skills hands-on. In order for instructors to provide course materials effectively and engagingly, non-traditional methods should be explored. Virtual reality (VR) has become more accessible in recent years. VR simulations have been used for many years as educational tools in high-risk settings such as flight or medical simulations. Immersive VR videos implemented in a remote laboratory course could provide the students with an engaging and suitable learning experience. To test the effectiveness of VR videos as a tool for remote education, VR videos of the laboratory component of a Biomolecular Engineering course were provided to students. A survey was distributed for students to self-report their experience with the videos. The survey contained quantitative and qualitative ratings of VR as an educational tool. Results The survey showed that students (~ 89% strongly agree or agree) believed the videos provided the opportunity to work at their own pace and were an appropriate length. While ~ 74% of students said that the videos provided enough information to understand the tasks, a small percentage felt that the videos improved their retention (~ 16%) and understanding (~ 9%) of the course material. About 28% of the students responded positively when asked about how VR videos improved their engagement with the material. ~ 30% reported confidence in applying the skills learned in the videos in the future and ~ 43% believe the VR videos were an acceptable alternative to in-person labs. Two-thirds of students reported feeling some form of discomfort while viewing the VR videos and 54% reported not using the headset for the videos and using the 3D video feature instead. Conclusions As many students reported the videos containing appropriate information, the content of the videos was not an issue. A combination of improved camera quality with motion stability, more comfortable headsets, and a reduction in editing issues could greatly improve the quality and effectiveness of VR videos.https://doi.org/10.1186/s13036-022-00300-0Virtual realityBiomedical engineering laboratorySTEM remote learningEngineering education |
| spellingShingle | Megan Wilkerson Vitali Maldonado Srikanth Sivaraman Raj R. Rao Mostafa Elsaadany Incorporating immersive learning into biomedical engineering laboratories using virtual reality Journal of Biological Engineering Virtual reality Biomedical engineering laboratory STEM remote learning Engineering education |
| title | Incorporating immersive learning into biomedical engineering laboratories using virtual reality |
| title_full | Incorporating immersive learning into biomedical engineering laboratories using virtual reality |
| title_fullStr | Incorporating immersive learning into biomedical engineering laboratories using virtual reality |
| title_full_unstemmed | Incorporating immersive learning into biomedical engineering laboratories using virtual reality |
| title_short | Incorporating immersive learning into biomedical engineering laboratories using virtual reality |
| title_sort | incorporating immersive learning into biomedical engineering laboratories using virtual reality |
| topic | Virtual reality Biomedical engineering laboratory STEM remote learning Engineering education |
| url | https://doi.org/10.1186/s13036-022-00300-0 |
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