I, Enzyme: Embodying Molecules and Enacting Chemical Interactions in Virtual Reality for Biochemistry Learning

• In Event: Measuring the Impact of Extended Reality in Education: Challenges and Opportunities

Abstract

Purpose
We report the design, deployment, and testing of an HMD-based interactive and immersive virtual reality (VR) simulation wherein learners embody (i.e. become) a biomolecule, and enact molecular interactions, to learn high-school/university biochemistry concepts through movement and action.
Background & Significance
4E (embodied, embedded, extended, enactive) cognition accounts of STEM learning argue that learning (even of abstract content) is constitutive of one’s situated bodily engagement with the content and its accessible forms (e.g. scientific models like Bohr atomic model, representations such as equations), implying that richer sensorimotor and bodily engagements with the content improve chances of effective learning (McGowin et al., 2022; Pande, 2021).
HMD-based VR is becoming increasingly popular in STEM education communities as its unique affordances allow learners to perceive, interact with, embody, enact, and experience abstract STEM content in newer ways (Johnson-Glenberg, 2018; Skulmowski & Rey, 2018) – thus ensuring richer sensorimotor engagement. However, research examining VR designs and their effectiveness for embodied science learning is relatively new. Moreover, our understanding of the interplays between embodiment, enaction, and the learning of abstract scientific content in VR is limited.
Methods
This research follows a design-based research model (Wang & Hannafin, 2005).
Design/development: We used Unity engine and the HTC-Vive Cosmos HMD to develop and run an VR simulation targeting the embodied learning of biochemical interactions. For research, we integrated gaze and interaction tracking hardware (Pupil Labs AR-VR Add-on) and software (Vive Kit, HMD-eyes SDK/plugins) during the development and testing.
Our VR simulation narrates the classic case of lysozyme – an enzyme/protein in human mucosal secretions that neutralizes harmful bacteria by breaking down peptidoglycan molecules in their cell walls. Through visual prompts (flashing arrows), text-based instructions, and dynamic haptic feedback (vibration), the simulation allows a learner to (a) embody lysozyme in its molecular form (visible as molecular arms whose movement is synced with the learner’s; Figure 3.1), (b) zoom into bacterial cell wall molecular structures (Figure 3.2), and (c) enact and learn about two types of reaction mechanisms, nucleophilic substitution 1 and 2 (SN1 and SN2), comprising lysozyme’s biochemical function (Figure 3.3). The learners also see dynamic graphs and chemical equations that reflect the changing states of the biochemical reaction in real-time (Figure 3.4).
Testing: 23 undergraduate biology students at a major Danish university participated in a one-group pre-post quasi-experimental study investigating the (i) degree of students’ embodiment experience measured through a standardized embodiment post-survey (Roth & Latoschik, 2020), (ii) change in understanding of relevant biochemistry topics (e.g. SN1/SN2 reaction mechanisms) measured through MCQ pre- and post-tests, (iii) the nature of students’ gaze and interaction behavior captured using eye- and body-movement-tracking, and (iv) the relationships between (ii) and (iii).
Results
Preliminary findings showed that: (i) Our simulation was moderately effective in helping students experience embodiment of the enzyme and its function (M=2.9, SD=0.58; on a 5-point Likert scale), and (ii) the students’ conceptual understanding increased (p<0.0001) after the embodied VR experience (pre-test: M=4.09; SD=1.56; post-test: M=6.78; SD=1.86). Additional results include associations of embodiment and learning with eye- and interaction-tracking.

Authors

• Prajakt Pande, Southern Methodist University

• Praveen Ramasamy, Roskilde University

• Morten Erik Moeller, Roskilde University

• Per Meyer Jepsen, Roskilde University

• Biljana Mojsoska