Evaluating effectiveness of immersive virtual reality in promoting students’ learning and engagement: a case study of analytical biotechnology engineering course

Abstract

We conducted an immersive virtual reality (IVR) intervention in an analytical biotechnology course to evaluate its effectiveness in promoting student learning and engagement. The objective was to assess the impact of an IVR tool on learning infrared (IR) spectroscopy and academic engagement. The IVR experience was integrated into the course sessions, which included theoretical framework, IR spectra exercises, an individual quiz, and competition games. Students were immersed in a first-person IVR experience simulating an analytical room, where they performed sample analysis and operated a virtual IR spectrometer. The quiz and survey assessed their understanding and perception of the IVR experience. When compared to control groups, IVR intervention group achieved higher scores on midterm exam questions related to IR spectroscopy and reported greater academic engagement according to the satisfaction survey. The findings highlighted the effectiveness of IVR in enhancing learning outcomes, curiosity, motivation, and engagement among students. Moreover, our research provides empirical evidence of IVR’s positive impact on student learning and engagement in the context of biotechnology engineering. Based on the study’s implications, educators in engineering fields should consider integrating IVR as an instructional tool, particularly for laboratory-related topics with limited equipment accessibility and overcrowded courses. Future research should explore the generalizability of these findings across different subjects and educational levels. Additionally, investigating the underlying factors influencing the effectiveness of IVR in promoting academic engagement would further enhance the understanding and implementation of this technology in educational settings.