Experiential learning through virtual reality by-proxy

Abstract

Virtual reality (VR) is increasingly being used as a teaching and learning tool, however scaling this technology is difficult due to technological and cost considerations. An alternative approach that helps to address these problems is VR-by-proxy, where teaching takes place within a VR environment that is controlled by one lecturer and broadcast to students online. This allows the content to be accessed without specialist equipment while still offering an immersive and interactive experience. Taking advantage of the enforced move to online learning during the COVID-19 pandemic, this study evaluates the implementation of a novel VR-by-proxy disease diagnostic laboratory VR simulation within an undergraduate life sciences course in a higher education setting. Student participants were randomly allocated into two groups: the test group, who took part in a VR-by-proxy lesson; and a control group, who worked with interactive online lab manual material. We assessed improvement in learning and enjoyment through questionnaires before and after these tasks and collected qualitative data on student attitudes towards VR through focus groups. Our results indicate that although there is no observable difference in learning outcomes between the two groups, students in the test group reported an improved learning experience, confidence and enjoyment of learning. In our focus groups, confidence was understood in two ways by participants: firstly, as 'understanding' of the various steps involved in conducting a quantitative polymerase chain reaction experiment and secondly as a more general 'familiarity' with the laboratory setting. This study adds to the growing body of research into the effectiveness of VR for learning and teaching, highlighting that VR-by-proxy may provide many of the same benefits.

Supplementary information: The online version contains supplementary material available at 10.1007/s10055-025-01106-3.

Keywords: Educational research; Microbiology; Practical skills; Remote learning; Student experience; Virtual reality; qPCR.

Fig. 1

The disease diagnostics laboratory virtual environment. The experimental workflow to set up a qPCR experiment (A) and user views of the environment and available equipment (B–D)

Fig. 2

The online moodle lab manual workflow for both the VR-test group and the control group. Differences in tasks completed by the two groups are indicated

Fig. 3

Schematic illustration of the study workflow for both groups

Fig. 4

Distribution of learning outcomes index by test group

Fig. 5

Distribution of the learning experience index by group

Fig. 6

Distribution of learning confidence index by group

Fig. 7

Distribution of enjoyment by group