Immersive learning in biology and environmental science: a case study of the nature lab virtual reality project
DOI:
https://doi.org/10.47408/jldhe.vi40.1687Keywords:
quality education, learning technology, virtual reality, inclusive learningAbstract
Virtual reality (VR) is transforming science education by offering immersive, interactive experiences that enhance engagement and understanding of complex biological and environmental systems. However, its benefits and limitations compared to traditional in-person learning remain underexplored. This study directly compares the effectiveness of in-person and VR fieldwork in developing practical graduate skills valued by wildlife conservation employers. Zoology and Wildlife Conservation BSc undergraduates completed a bird monitoring survey at a local nature reserve and then repeated the survey in a simulated VR environment (“Nature Lab”). Student performance and achievement of intended learning outcomes were comparable across both settings, although each emphasised different, relevant skillsets. Students reported that Nature Lab provided a more inclusive and accessible learning experience, reduced the carbon footprint of fieldwork activities, and supported acquisition of valuable technological skills. These findings highlight VR’s potential as a sustainable, complementary teaching tool adaptable to diverse programmes involving fieldwork.
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