Three-dimensional immersive visualizations may help students develop more expert ideas, as long as visualizations are properly scaffolded for learners. In this study, we examined how a dynamic virtual reality
(VR) visualization influenced players’ ability to understand the cellular environment and cellular processes by
comparing learning from a virtual reality game on cellular biology between a stereoscopic (head-mounted
display, or HMD) with a nonstereoscopic (non-HMD) alternative. Participants in both groups gained a better
understanding of the cellular environment; however, participants who viewed the stereoscopic game had greater learning gains than the nonstereoscopic group. In addition to investigating the impact of VR in learning, we also explore how to scaffold educational VR games to optimize learning.
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