Exploring the student experience of integrating blended learning to crime scene teaching using eXtended reality to...

Forensic Science teaching in higher education requires hands-on investigative field and laboratory skills, especially when aiming to meet accreditation standards. In situ teaching with large cohorts can prove challenging and time intensive. The implementation of virtual learning resources has seen an increase since the Covid-19 pandemic when remote learning was essential. This project aims to explore the application of complementary eXtended reality crime scenes for forensic science programmes as a means of supporting in situ investigative skills through insight into student's experience of a blended learning approach. Research undertaken was divided into two cycles. The first collected and evaluated staff and student experiences of teaching and learning during the enforced lockdowns due to the pandemic. The second created an eXtended reality reconstruction of an in situ practical crime scene examination to support a blended learning approach. Opinions from both staff and students were sought via a focus group and survey questionnaire. Project findings evidenced the virtual crime scene was positively received, offered flexibility to accommodate a variety of learning styles and catered to individual student needs. Discussion key points centred around authentic learning and student engagement, with caution raised that online resources should not replace the crucial practical skills gained from in situ teaching. Further research into student engagement is needed to explore complexities within this topic. Whilst the survey response rate was low (n = 14; 13.5%), there was still evidence to suggest the virtual scene was enjoyable, easy to navigate and assisted with related coursework assessment. Ultimately, this research provides support for utilising virtual reconstructions in crime scene teaching when complementary to in situ teaching and further offers a model for other researchers to follow.