VIRTUAL MADRID FOCUS ON PEDAGOGY

Abstract

Experiential and immersive learning approaches have significant potential to transform the student experience when engaging with challenging life science concepts. Abstract and invisible, engaging with these disciplinary topics can be challenging for students, in part owing to the singular entry point offered by the lecturer at the lectern. Virtual Reality (VR) simulations offer an innovative entry point for student learning where spatial understanding can unlock a deeper engagement with disciplinary concepts. In tandem with this, experiential learning approaches can distil deeper learning of how science can be applied to address real-life societal challenges. Providing new entry points to learning through “doing” or “seeing” could also prove to be a significant enhancer of engagement in younger student cohorts, unlocking hidden potential and increasing the uptake of science as a subject of choice in higher education. In this study, we report on the student-partnered co-creation of immersive VR simulations for higher education linked to innovative experiential performances of understanding. Guided by key pedagogical frameworks and constructivist theory, through surveys, focus groups, and expert feedback, we provide key insights into the integration of VR within the life science curriculum. Follow-on work in partnership with second level (post-primary) teachers and other higher education practitioners explored the design and integration of VR simulations for the teaching of microbial and human cell structures in the classroom. Together, these partnered initiatives provide key steps along the road of technology integration from the perspective of the student and teacher, underpinning a wider implementation of experiential learning approaches.