Using virtual reality to develop and test educational approaches for abstract scientific concepts

Education about abstract scientific concepts is an essential aspect of disease prevention. However, existing research provides limited guidance for developing effective educational strategies for such concepts. We are researching an innovative approach to educating individuals about the abstract genomic concept that genes and behaviors interact to affect common disease risk.

The primary study objective is to compare the effects of an active learning (self-driven, interactive) condition to a didactic learning (lecture) condition on conceptual understanding. We are using immersive virtual environment technology, which provides a useful medium for interactive learning. We developed two active and two passive virtual learning environments (VLEs) which use metaphors to convey the concept, either: a risk elevator, wherein movement of a virtual elevator represents levels of disease risk, or a bridge, wherein likelihood of crossing a virtual bridge represents risk level.

Forty healthy young adults without specialized genetic knowledge were randomized to complete two VLEs for initial testing. Recall was highest for the didactic learning VLEs, particularly the didactic elevator. However, 81% of participants preferred active learning to didactic learning, and ratings of satisfaction and interest were higher for the active VLEs. Ratings of motivation and attention were higher for the elevator metaphor than the bridge metaphor, regardless of learning condition. We are now testing the VLEs with a sample of 150 community participants.

This study utilizes virtual reality technology to test innovative ways of educating the public about abstract scientific concepts. The implications for education about other health concepts will be discussed.