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Author Spotlight: Enhancing Engineering Education via WebVR-Based Online Laboratories

Author Spotlight: Enhancing Engineering Education via WebVR-Based Online Laboratories

Published on: February 23, 2024

Incorporating immersive learning into biomedical engineering laboratories using virtual reality.

Megan Wilkerson¹, Vitali Maldonado¹, Srikanth Sivaraman¹

¹Department of Biomedical Engineering, University of Arkansas, Fayetteville, USA.

Journal of Biological Engineering

|August 8, 2022

Summary

Virtual reality (VR) videos offer a flexible remote learning alternative for lab courses. While content was adequate, technical improvements are needed to enhance student engagement and retention in virtual laboratory education.

Keywords:

Biomedical engineering laboratory Engineering education STEM remote learning Virtual reality

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Area of Science:

Biomolecular Engineering
Educational Technology

Background:

The COVID-19 pandemic necessitated a rapid transition to remote learning, impacting hands-on laboratory courses.
Virtual Reality (VR) presents an accessible, immersive technology for educational simulations.
VR videos were explored as a novel tool for remote laboratory instruction.

Purpose of the Study:

To evaluate the effectiveness of VR videos in a remote Biomolecular Engineering laboratory course.
To gather student feedback on their experience with VR videos as an educational tool.

Main Methods:

Students in a Biomolecular Engineering course were provided with VR videos of laboratory components.
A survey was administered to collect quantitative and qualitative data on student experiences.
Survey items assessed self-paced learning, information sufficiency, engagement, retention, and comfort.

Main Results:

Most students found VR videos allowed self-paced learning (89%) and were appropriately lengthed (89%).
A majority felt videos provided sufficient information (74%), but few reported improved retention (16%) or understanding (9%).
Engagement (28%) and confidence in applying skills (30%) showed moderate positive responses, with 43% accepting VR as an alternative to in-person labs, though discomfort (66%) and non-headset use (54%) were reported.

Conclusions:

The informational content of VR videos was deemed adequate by students.
Improvements in video quality (camera stability, editing) and VR hardware (headset comfort) are crucial.
Addressing technical and comfort issues could significantly enhance the efficacy of VR for remote laboratory education.