Immersive 3D Experience of Osmosis Improves Learning Outcomes of First-Year Cell Biology Students

Development, application, and evaluation of tools based on virtual and augmented realities for inclusive teaching and learning of cell membranes

Learning Cell Biology is challenging for both sighted and visually impaired students due to its abstract nature and reliance on bidimensional depictions in textbooks, which often fail to capture the biological complexity of cell structures and functions. To implement inclusive learning environments and address the shortage of learning materials for both sighted and visually impaired students, this work aimed to design, apply, and evaluate learning tools based on digital technologies, using the principles of Educational Design Research. 3D models representing cell membranes were created and embedded in an online virtual reality (VR) environment equipped with audio descriptions and an innovative color-changing interface. Models were also optimized for embedding in an augmented reality (AR) environment on social media. Notably, our work is the first to create such an extensive library of both animate and static VR and AR-based material, covering the structural composition of the membrane, transport mechanisms, and detailed representations of membrane specializations. Additionally, we provided, in an unprecedented way, a systematic description of our results to serve as a roadmap for easy replication and adaptation within the educational community, fostering the creation of new learning tools and approaches. Evaluation of learning tools was conducted with sighted and visually impaired students from biological and health-related undergraduate courses, as well as experienced and early-career Cell Biology teachers. Data revealed positive attitudes toward visual presentation, ease of use, content quality, and effectiveness, underscoring the potential of VR and AR to improve inclusive Cell Biology learning for undergraduate audiences.

The implementation of an active inquiry learning centered "7E" teaching mode in the cell biology course enhances the learning effects of postgraduate students

The primary objective of science postgraduate education is to foster students' capacity for creative thinking and problem-solving, particularly in the context of scientific research quality. In order to achieve this goal, the "7E" teaching mood has been implemented in the cell biology course for postgraduate students to promote student-centered active inquiry learning instead of breaking away from traditional indoctrination-based teaching methods. This study demonstrates that the implementation of the "7E" teaching mode, through content programming, process design, and effect evaluation, effectively meets the needs of the majority of students, fosters their interest in learning, enhances their performance in comprehensive questioning, and enhances their innovative abilities in scientific research. Consequently, this research offers a theoretical framework and practical foundation for the development of the "7E" teaching mode in postgraduate courses, aiming to cultivate highly skilled scientific professionals.