Teaching STEM through the Metaverse: Immersive Labs for Deeper Learning

Traditional STEM education often relies on physical labs, which face several limitations such as financial investment, scheduling constraints, and safety concerns. Extended reality (XR) environments have emerged as an alternative, offering flexible, hands-on learning experiences that can be repeated without the logistical challenges of physical labs. Pringle et al. (2022) found that XR environments provide consistent access to learning opportunities, independent of external factors like weather or equipment availability, enhancing students' engagement and understanding of complex STEM topics​.

Despite the promise of XR and virtual labs, complications remain, such as health risks and technology-related issues. Moro et al. (2017) identified potential adverse effects like motion sickness, blurred vision, and disorientation, which may hinder student participation in VR environments. These health concerns need to be addressed to ensure the full effectiveness of virtual learning experiences, especially in STEM fields where immersive environments are increasingly being used​.

The metaverse offers a transformative solution through immersive virtual labs, which significantly reduce physical risks associated with traditional labs. While eliminating the dangers of chemical spills or equipment malfunctions, virtual environments must still address concerns related to VR health risks such as motion sickness and disorientation, as noted in multiple studies on the use of immersive technologies.

Geng & Shen (2024) found that VR-based labs significantly enhanced students' enjoyment (ENJ1: 4.182) and positive attitudes toward the technology (AT1: 4.091), which led to a solid intent to use the platform (INTENT1: 3.909). The study was conducted using the platform Classlet. Their regression analysis showed that 70.1% of the variance in student engagement could be explained by the platform’s immersive quality and the intuitiveness of its user interface. Compared to non-VR environments, students using VR showed higher retention of complex concepts, suggesting that the immersive, hands-on experience contributes to deeper cognitive engagement. Supporting quotes are provided: "I can memorize things by memorizing the location. More interesting than attending lectures. Not sleepy.", "It's a more interesting way for learning than playing a video in the lesson."

Students reported that VR-based labs made learning more practical and enjoyable. Features such as the ability to manipulate virtual objects and perform real-time simulations enhance immersion, improving engagement and spatial reasoning compared to traditional 2D methods. For instance, the VR platform made complex food science processes, such as the simulation of factory workflows, easier to grasp. By visualizing and manipulating mechanical processes in real-time, students could better understand how various stages of food production interact within a single system.

The findings from Geng & Shen (2024) align closely with Constructivist Learning Theory, which emphasizes learning as an active, constructive process. Constructivism suggests that learners build their understanding and knowledge of the world through experiences and reflections on those experiences. The immersive and interactive features of VR labs, such as manipulating virtual objects or simulating real-world processes, provide a direct application of constructivist principles by allowing students to construct knowledge through hands-on experimentation and problem-solving. These experiences are reflective of Inquiry-Based Learning (IBL), where students actively engage in questioning, investigating, and drawing conclusions, further enhancing their understanding of complex STEM topics. In addition, the positive impact of VR on student enjoyment and engagement can be linked to Self-Determination Theory (SDT). SDT focuses on the intrinsic motivation that arises from fulfilling psychological needs for autonomy, competence, and relatedness.

By embracing the metaverse, we can make STEM education more engaging and effective. Immersive labs provide a hands-on approach to complex subjects, allowing for deeper exploration and a more enjoyable learning experience.

References

Moro, C., Štromberga, Z., Raikos, A., & Stirling, A. (2017). The effectiveness of virtual and augmented reality in health sciences and medical anatomy: VR and AR in health sciences and medical anatomy. Anatomical Sciences Education, 10(6), 549–559. https://doi.org/10.1002/ase.1696

Pringle, J. K., Stimpson, I. G., Jeffery, A. J., Wisniewski, K. D., Grossey, T., Hobson, L., Heaton, V., Zholobenko, V., & Rogers, S. L. (2022). Extended Reality (XR) virtual practical and educational eGaming to provide effective immersive environments for learning and teaching in forensic science. Science & Justice. https://doi.org/10.1016/j.scijus.2022.04.004

Geng, P., & Shen, D. (2024). Navigating the future of Metaverse education: A comparative study of VR and non-VR learning environments. International Conference on Research in Education and Science (ICRES), Antalya, Turkey.