Game on: immersive virtual laboratory simulation improves student learning outcomes & motivation

Published 28.02.2024.

The adoption of gamified learning interventions is on the rise in higher education, aiming to enhance students’ motivation and overall learning achievements. In science education, virtual laboratory simulations serve as supplementary tools to augment students’ understanding and boost their involvement with course content. The COVID-19 pandemic prompted numerous instructors to explore alternatives to or enhancements for traditional hands-on ‘wet-lab’ activities, particularly in the transition to online learning environments.

Therefore, we are presenting you with a study exploring the crucial role of motivation in learners’ success within educational settings, emphasizing the consistent correlation between motivation, personal interest, and course performance. This study was performed by a team of molecular life scientists enrolled in education and training at McMaster University (Canada) and was published in the Education section of FEBS Open Bio journal.

Addressing the challenge of enhancing learner motivation, the study delves into the gamification of educational content as a strategy. Gamification involves incorporating game-like elements into non-gaming environments, intending to make activities more engaging. The incorporation of gamified elements, such as points, leader boards, and interactive components, aims to increase learner engagement and perceived task value. During the COVID-19 pandemic, gamification gained popularity to boost learner participation and motivation in online teaching.

Despite the generally positive impact of gamified interventions, the study acknowledges the need for further investigation into their delivery and administration. Learners express reduced motivation when educational content and game activities are disconnected, emphasizing the significance of the technological delivery of gamified interventions. The research highlights the growing use of virtual reality (VR) as an immersive modality for gamified interventions, demonstrating positive impacts on learning outcomes and motivation.

The specific focus of the study is on the use of VR headsets in a 3D VR laboratory simulation, particularly those available through Labster. Labster’s virtual laboratory simulations, encompassing various STEM fields, aim to engage learners in open-ended investigations. The study explores the impact of immersive VR simulations on learner motivation and learning outcomes, emphasizing the unique advantages of VR in providing experiences that may be cost-prohibitive or inaccessible in physical laboratory settings.

The findings align with past research on gamified interventions, highlighting increased learner motivation and positive learning outcomes. This study contributes valuable insights into the implementation of head-mounted display technology in classrooms and laboratories, providing best practices for enhancing the educational experience. Importantly, it represents one of the first assessments of immersive virtual reality focusing on biomedical research techniques in an undergraduate setting.

If you are interested in this topic, you can find this open-access paper at FEBS Open Bio Journal’s webpage or just follow the link https://febs.onlinelibrary.wiley.com/doi/epdf/10.1002/2211-5463.13567.

See you soon with new great topics on education and training.

Sincic Nino