Tandon, I., & Maldonado, V. V., & Wilkerson, M., & Walls, A., & Rao, R. R., & Elsaadany, M. (2023, June), Board 17: Work in progress: Immersive Virtual Reality-Based Learning in Biomedical Engineering Labs: Lessons Learned and Recommendations for Efficient Integration  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--42530

\bibitem{asee_peer_42530}
  Tandon, I., \& Maldonado, V. V., \& Wilkerson, M., \& Walls, A., \& Rao, R. R., \& Elsaadany, M. (2023, June), \emph{Board 17: Work in progress: Immersive Virtual Reality-Based Learning in Biomedical Engineering Labs: Lessons Learned and Recommendations for Efficient Integration}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--42530

Ishita Tandon, Vitali Victorovitch Maldonado, Megan Wilkerson, Amanda Walls, Raj R. Rao, and Mostafa Elsaadany.  "Board 17: Work in progress: Immersive Virtual Reality-Based Learning in Biomedical Engineering Labs: Lessons Learned and Recommendations for Efficient Integration".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/42530 Internet.  10 May, 2024

\bibitem{asee_peer_42530}
  Ishita Tandon, Vitali Victorovitch Maldonado, Megan Wilkerson, Amanda Walls, Raj R. Rao, and Mostafa Elsaadany.
  "Board 17: Work in progress: Immersive Virtual Reality-Based Learning in Biomedical Engineering Labs: Lessons Learned and Recommendations for Efficient Integration".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/42530 Internet.  10 May, 2024

@INPROCEEDINGS{asee_peer_42530
author = "Ishita Tandon, Vitali Victorovitch Maldonado, Megan Wilkerson, Amanda Walls, Raj R. Rao, and Mostafa Elsaadany"
title = "Board 17: Work in progress: Immersive Virtual Reality-Based Learning in Biomedical Engineering Labs: Lessons Learned and Recommendations for Efficient Integration"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/42530}
number = {10.18260/1-2--42530}
}

TY  - CPAPER
AB  - Immersive virtual reality (VR) based laboratory demonstrations have been gaining traction in STEM education as they may serve as a valuable tool for not just remote learning but also to broaden outreach, reduce waste, enhance safety, generate increased interest, and modernize education thereby complementing existing education strategies. Advanced utilization of the VR technique can provide virtual hands-on experience, an approach widely popular in the gaming industry, to facilitate experiential and visual learning and enhanced retention. However, several optimizations of the implementation, in-depth analyses of advantages and trade-offs of the technology, and assessment of receptivity of modern techniques in STEM education are required to ensure better utilization of VR-based labs.
In a previously published study, we developed VR-based demonstrations for a Biomedical engineering laboratory and assessed their effectiveness using surveys containing free responses and 5-point Likert scale-based questions. In a cohort of 56 students, more than 70% reported VR videos allowed them more flexibility of pace and understanding of the task while 65% of students reported experiencing some form of discomfort. Overall, students performed significantly better in lab quizzes after VR-based demonstrations. Indeed, 43% of students found VR labs to be a viable alternative to in-person labs. However, for this study, the Insta360 EVO VR camera in 180° 3D mode was utilized to record 20-50 minute-long labs incorporating a brief overview and experiment and visualized via Google Cardboard headsets. To overcome the limitations of time and equipment quality and to integrate VR as a complementary mode of lab instruction, state-or-the-art VR equipment, i.e., Insta 360 Pro2 camera and Meta Quest 2 headsets, were used in combination with an in-person lab. This research was approved by the University of Arkansas Institutional Review Board (IRB protocol #: 2012306663).
A cohort of 54 students watched the experimental demonstration on VR headsets in the lab after a brief lab overview in person and then performed the experiments in the lab. Only 28% of students reported experiencing some form of discomfort after using the advanced VR equipment as opposed to 65% of students from the previous cohort. About 40% of the students reported that VR eliminated or reduced auditory and visual distractions from the environment, the length of the videos was appropriate, and they received enough information to understand the tasks. However, on comparing the student expectations and experience with VR using pre- and post-lab surveys, it was found that there was a significant decrease in scores for VR facilitating increased engagement, material retention, and understanding. On analyzing open-ended questions, we observed that while some students supported the use of technology and the individualistic approach it had, others revealed low expectations of the use of VR in labs. However, key insights were obtained that students would prefer higher quality audio-visuals and interactive VR given as a supplementary remote experience as opposed to it being an in-lab exercise.
Insights from this study will help optimize the implementation of immersive VR to effectively supplement in-person learning experiences and overcome the potential challenges and pitfalls of integrating VR with traditional modes of learning. 
AU  - Ishita Tandon
AU  - Vitali Victorovitch Maldonado
AU  - Megan Wilkerson
AU  - Amanda Walls
AU  - Raj R. Rao
AU  - Mostafa Elsaadany
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Board 17: Work in progress: Immersive Virtual Reality-Based Learning in Biomedical Engineering Labs: Lessons Learned and Recommendations for Efficient Integration
UR  - https://peer.asee.org/42530
DO  - 10.18260/1-2--42530
ER  -