Efficacy and Engagement With an Immersive Virtual Learning Experience of the Citric Acid Cycle

This randomized controlled trial assessed the comparative effectiveness of a biochemistry education program delivered through an immersive virtual reality (iVR) experience and traditional video-based instruction. Undergraduate students enrolled in three nutrition courses from a large R1 American university participated (n = 95). Students were randomly assigned to either an iVR condition (n = 48) or a video condition (n = 47). Students either viewed a nutritional biochemistry video or participated in an interactive iVR nutritional biochemistry experience. Nutritional biochemistry quiz scores improved, with a significant difference between the video condition and iVR condition (P = 0.05). Engagement scores were higher for the iVR (mean = 4.60) compared to the video (mean = 4.33; p = 0.02). Additionally, the total heuristic evaluation was higher for the iVR group compared with the video group (p = 0.01). Delivery of biochemistry education materials through iVR technology was shown to be more engaging than traditional video-based instruction.