Educators are recognizing the potential power of immersive virtual reality (IVR) to allow learners to experience previously intangible firsthand phenomena, such as atoms and molecules. In this study, an IVR simulation of a complex gene regulation system was co‐designed with an undergraduate microbiology course instructor. The course, with 234 students, was taught using active learning strategies, including peer instruction and exposure to a two‐dimensional computer simulation. Thirty‐four students from the course participated in an interactive IVR experience using head‐mounted displays. We assess students' conceptual understanding using tests, multimodal data collected during the IVR sessions (including video analysis in combination with physiological sensor data and eye‐tracking data) as well as semi‐structured interviews. We found that students who were seated while in IVR demonstrated significantly higher conceptual understanding of gene regulation at the end of the course and higher overall course outcomes, as compared to students who experienced the course as originally designed (control). However, students who experienced IVR in a standing position performed similarly to the control group. In addition, learning gain appears to be influenced by a combination of prior knowledge and how IVR is experienced (ie, sitting vs. standing). Learning implications for the connections between sensorimotor systems and cognition in IVR are discussed.

中文翻译：

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沉浸式虚拟现实可支持复杂的科学知识：通过生理监测来增强我们的理解

教育者正在认识到沉浸式虚拟现实（IVR）的潜在功能，使学习者可以体验以前无形的第一手现象，例如原子和分子。在这项研究中，复杂的基因调控系统的IVR模拟是与一名本科生微生物学课程的讲师共同设计的。该课程有234名学生，采用主动学习策略进行授课，包括同伴指导和二维计算机仿真。该课程的34名学生使用头戴式显示器参加了交互式IVR体验。我们使用测试，在IVR会话期间收集的多模式数据（包括视频分析，生理传感器数据和眼动数据）以及半结构化访谈来评估学生的概念理解。我们发现，与原本设计（控制）课程的学生相比，在IVR中就座的学生在课程结束时对基因调控的概念性了解更高，并且总体课程成果也更高。但是，以站立姿势经历IVR的学生的表现与对照组相似。另外，学习增益似乎受先验知识和IVR体验方式（即坐着与站着）的组合影响。讨论了IVR中感觉运动系统与认知之间的联系的学习意义。与经历过最初设计（控制）课程的学生相比。但是，以站立姿势经历IVR的学生的表现与对照组相似。另外，学习增益似乎受先验知识和IVR体验方式（即坐着与站着）的组合影响。讨论了IVR中感觉运动系统与认知之间的联系的学习意义。与经历过最初设计（控制）课程的学生相比。但是，以站立姿势经历IVR的学生的表现与对照组相似。另外，学习增益似乎受先验知识和IVR体验方式（即坐着与站着）的组合影响。讨论了IVR中感觉运动系统与认知之间的联系的学习意义。