Exploring the Impact of Immersive Virtual Reality on Microbiology Education: A Comparison of Low and High Immersion Levels

Virtual reality (VR) technology holds promise in transforming education by offering immersive and interactive learning experiences. This study delves into the transformative potential of immersive VR technology in microbiology education by comparing low and high-immersion levels. Forty-one students were randomly assigned to either a low-immersive VR group (Group 1) or a high-immersive VR group (Group 2) to investigate learning presence, interest, and engagement. Group 1 experienced a less immersive VR environment with limited interactivity, while Group 2 engaged in fully immersive, interactive simulations. Results indicate significant differences between the groups regarding presence and interest, with Group 2 exhibiting higher scores than Group 1. Although engagement also showed a significant difference, the effect size and p-value necessitate cautious interpretation. The study acknowledges limitations, notably the small sample size, impacting result generalizability. This research underscores immersive VR's potential to enhance microbiology education, emphasizing the need for larger-scale studies to validate these findings and explore additional factors shaping VR-based learning outcomes. These insights inform future instructional design efforts, highlighting VR's role in enriching student experiences.