This thesis examines whether virtual reality improves learning of complex biological processes in secondary school. We developed an interactive Unity-based simulation of protein synthesis and conducted a comparative study in the classroom with two groups of students: a control group, which carried out a traditional laboratory exercise, and a test group, which used the VR simulation. Learning outcomes were evaluated using a knowledge quiz, validated questionnaires, usage data, as well as a short survey and interview. Both groups improved, but the average knowledge gain was higher in the control group. VR performed best for content that requires spatial understanding and for students with a lower initial baseline. Suggested improvements include a brief onboarding session with headset fitting and locomotion practice, splitting content into short modules, and providing real-time hints and progress indicators.
|
