A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
Virtual Reality Immersive Simulations for a Forensic Molecular Biology Course-A Quantitative Comparative Study
Tekijät: Ewais, Ahmed; Mystakidis, Stylianos; Khalilia, Walid; Diab, Shadi; Christopoulos, Athanasios; Khasib, Said; Yahya, Baha; Hatzilygeroudis, Ioannis
Kustantaja: MDPI
Kustannuspaikka: BASEL
Julkaisuvuosi: 2024
Journal: Applied Sciences
Tietokannassa oleva lehden nimi: APPLIED SCIENCES-BASEL
Lehden akronyymi: APPL SCI-BASEL
Artikkelin numero: 7513
Vuosikerta: 14
Numero: 17
Sivujen määrä: 18
eISSN: 2076-3417
DOI: https://doi.org/10.3390/app14177513
Verkko-osoite: https://doi.org/10.3390/app14177513
Rinnakkaistallenteen osoite: https://research.utu.fi/converis/portal/detail/Publication/458830305
Molecular biology is a complex, abstract, subject that can be challenging for higher education students to comprehend. The current manuscript describes the design, implementation, and evaluation of two immersive VR simulations of a DNA lab and a crime scene investigation (CSI) for a forensic molecular biology course in the context of the "TESLA" Erasmus+ project. It illustrates the instructional design and technical aspects of the VR simulations' development. The experimental study employed a comparative quantitative research design. The guiding research questions examined how instructional modalities (online vs. face-to-face) affect learners' perceptions of VR-based training in higher education and the key factors influencing learners' intention for their adoption. Forty-six (n = 46) undergraduate students completed a 17-item questionnaire, which served as the main data collection instrument. Results demonstrate that both online and face-to-face VR-based instruction can effectively convey core concepts, thus challenging the traditional notion that face-to-face interaction is inherently superior. Its implications underscore the potential of VR simulations to supplement or even substitute traditional teaching methods, particularly for complex science subjects.
Ladattava julkaisu This is an electronic reprint of the original article. |  |
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This research was funded by the European Commission, grant number 585772-epp-1-2017-1ps-eppka2-cbhe-jp (project TESLA—Virtual Reality as an Innovative and Immersive Learning Tools for Higher Education Institutions in Palestine).
