Examining Learning Enjoyment, Presence, and Achievement Using a Virtual Reality Pathology Laboratory by Applying the CAMIL Model in Health Education

Abstract

Abstract It should come as no surprise that in the current digital world, schools are beginning to offer lessons that include technology in teaching and learning. Immersive technology is now being created and applied in several industries, most notably education. The majority of such tools are used in scientific and health education. This technology feels even more distinctive because of the beauty of the virtual environment that can interact with people in real time. However, there is still minimal research on the effectiveness of technology in teaching and learning the subject of pathology. Thus, this study investigated how well students learned, were present, and performed while utilizing virtual reality (VR) technology in learning about cells. This study employed a mixed-method sequential explanatory approach. The research tools included an open-ended inquiry and a questionnaire with a demographic form, as well as pre- and post-tests. The results showed that most students enjoyed learning biology using the VR laboratory, and their experience of enjoyment was at levels 1 (activity-specific) and 2 (situation-specific). Additionally, it was discovered that when students learn using VR technology, there is a high association between presence and satisfaction. Learning attainment outcomes are also improved. This indicates that there is an interaction between learning fun and success.