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Developing student codesigned immersive virtual reality simulations for teaching of challenging concepts in molecular and cellular biology.

dc.contributor.authorReen, F Jerry
dc.contributor.authorJump, Owen
dc.contributor.authorMcEvoy, Grace
dc.contributor.authorMcSharry, Brian P
dc.contributor.authorMorgan, John
dc.contributor.authorMurphy, David
dc.contributor.authorO'Leary, Niall
dc.contributor.authorO'Mahony, Billy
dc.contributor.authorScallan, Martina
dc.contributor.authorWalsh, Christine
dc.contributor.authorSupple, Briony
dc.date.accessioned2024-07-19T09:09:26Z
dc.date.available2024-07-19T09:09:26Z
dc.date.issued2022-07
dc.identifier.pmid35671125
dc.identifier.doi10.1093/femsle/fnac051
dc.identifier.urihttp://hdl.handle.net/10147/642328
dc.descriptionMolecular biology theory represents a critical scaffold, which underpins multiple disciplines within life sciences education. However, it is well-documented that undergraduate students can struggle to achieve deeper understanding of key concepts and/or their application. One challenging, contributory aspect is the “invisible” nature of molecular biology processes compounded by critical 3D spatial orientations of the principal components and their interactions. Molecular theory specifically requires students to construct accurate, mental spatial models to develop their understanding. However, much of the traditional teaching and examination of such theory is limited to 2D representations. Technology-enhanced, complementary teaching and examination approaches, which engage students with spatial aspects of theoretical concepts, offer an exciting opportunity to support student learning in this area. In this study, we have explored the integration of an immersive virtual reality simulation based on a challenging molecular biology concept within an existing module taught at University College Cork. A mixed methods approach, grounded in learning theory, was undertaken to assess the student user and learning experience. The consensus response from students was one of enhanced learning, understanding, engagement, and motivation. Student partnership in the process of simulation design and integration was key to delivering the fully integrated experience.en_US
dc.language.isoenen_US
dc.rights© The Author(s) 2022. Published by Oxford University Press on behalf of FEMS.
dc.rightsAttribution 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectcellular biologyen_US
dc.subjectimmersive learningen_US
dc.subjectMolecular biologyen_US
dc.subjectvirologyen_US
dc.subjectvirtual realityen_US
dc.titleDeveloping student codesigned immersive virtual reality simulations for teaching of challenging concepts in molecular and cellular biology.en_US
dc.typeArticleen_US
dc.typeOtheren_US
dc.identifier.eissn1574-6968
dc.identifier.journalFEMS microbiology lettersen_US
dc.source.journaltitleFEMS microbiology letters
dc.source.volume369
dc.source.issue1
refterms.dateFOA2024-07-19T09:11:49Z
dc.source.countryEngland


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© The Author(s) 2022. Published by Oxford University Press on behalf of FEMS.
Except where otherwise noted, this item's license is described as © The Author(s) 2022. Published by Oxford University Press on behalf of FEMS.