Learning Biology through Virtual Reality Instructional Approach: Effects on Conceptual Understanding, Performance, and Perceived Usefulness

Incorporating virtual reality (VR) tools into the pedagogical instructions has been found to facilitate abstract conceptualization, thereby enhancing learners’ understanding of complex concepts. However, the use of VR tools in biology instruction have not been extensively explored, primarily due to its accessibility and the perception that VR devices are perceived as gaming tools rather than learning mediums. This study investigated the effect of VR tools on students’ conceptual understanding, performance, and perceived usefulness. To gauge the effect of VRI approach on the students’ conceptual understanding, data from pre-and post-diagnostic tests were collected and analyzed using the Wilcoxon signed- rank test in SPSS, the effect size and item analysis was also performed. The effect of the VRI approach on students’ performance was evaluated through the summative assessments (SA), and descriptive analysis of the SA scores was conducted using SPSS. Regarding the students’ perceived usefulness of VR, selected students were interviewed, and their responses were analyzed using thematic analysis. The findings revealed that VRI approach improved student’s conceptual understanding and performance. Additionally, students perceived that VR tools enhance their visualization of concepts and created an immersive experience. However, the complex features of the controllers and their limited availability hindered students’ learning. Overall, the study suggests that integrating VR tools into pedagogical instruction fosters an engaging, interactive learning environment and improve students’ performance.