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VR Biology classroom
VR Biology classroom
Upper secondary School Futurum, Czech Republic
The VR Biology classroom took place in the Upper secondary school Futurum in the Czech Republic.
Teachers from each participating school lead one block of VR biology classes. The class consisted of 18 students, 6 students from each school.
Every day the lesson was focused on different topics for example ecosystems, Human anatomy, Forensic Science, Human genetics, Mechanics of the human body, etc.
Also in every lesson were using the student's different applications such as Ecosphere, Neos Classroom, CSI VR, Youtube VR, VRX Labs Biology, Punnet squares, and also some AR applications.
At the end of the week, we did a reflection on the VR experience and a survey to get feedback from students.
VR Biology classroom 1
VR Biology classroom 1
Teacher´s name: Tomáš Vitásek
Home school: Upper secondary school Futurum
Age range:15+
Subject: Biology
Topic 1: Human anatomy
Alternative Topic 2: Mechanics of the human body
Alternative Topic 3: Human genetics
Number of students: 5 – 10, maximum 15
Aims of the lesson:
- Find out more information about the human body, especially human skeletons and muscles.
- Deeper knowledge about the bones and muscles
- Understanding the possibilities of 3D and 2D space
Lesson objectives:
- Students will be able find proper bones in the model of the human body.
- Students will be able to make o model of a human skeleton from bones.
- Students will understand some basics of genetics.
Resources and materials:
- Projector
- Computer
- VR headsets
- Speakers
- Pen and paper for notes
Links for:
Video introduction:
https://www.youtube.com/watch?v=kw9EJbezlK4
Applications and software
- For topics 1 and 2
o Neos Classroom
o VRX Labs Biology
o Youtube VR
- For topic 3
o Punnet squares
Introduction:
- Human body in 360 video
https://www.youtube.com/watch?v=kw9EJbezlK4
- Discussion about the possibilities of 360 videos and photos in biology, especially the human body.
Instruction:
Topic 1:
- The class gets VR headsets – instruction on how to use VR seats, and solve technical issues.
- Guide students to open the application YouTube VR
- Every student watches 360° video of the human body
- Then everybody opens VRX Labs. Students are guided by the teacher in the app.
- Then every student has an opportunity to try some minigames in the app
- After they are finished. Everybody cleans VR headsets and puts them back into boxes.
Topic 2:
- The class gets VR headsets – instruction on how to use VR seats, solve technical issues.
- Guide students to open the application Neos Classroom
- Help foreign students with language.
- Every student studies the mechanics of the human body.
- The teacher can help foreign students with language, but there is almost no need of using language.
- Everybody cleans VR headsets and puts them back into boxes.
Topic 3:
- The class gets VR headsets – instruction on how to use VR sets, and solve technical issues.
- Guide students to open the application Punnet squares.
- Students use the app on their own.
- Everybody cleans VR headsets and puts them back into boxes.
Assesment activity:
(Without headsets)
Topic 1:
- The video is possible to watch on a mobile phone.
- Discussion about possibilities in the app.
- Watching the work of students in VR on a projector.
- Compare the human skeleton model with the real model.
Topic 2:
- Discussion of the human body and its mechanics.
- Compare the human skeleton model with the real model.
Topic 3:
- Discussion of genetics.
- Using punnet squares in genetics.
- Work on another punnet squares without VR.
o For example, genetics of some disorders.
VR Biology classroom 2
VR Biology classroom 2
Teacher name: Elaine Johnston
Home school: Chichester College Group, UK
Level of education: Further Education (Age 16 +)
Subject: Biology, Forensic Science
Topic: Forensic Investigation
Topic 2: Crime Scene Investigation
Topic 3: Forensic Anthropology and Anatomy
Number of students: 16-18
Aims of the lesson:
Practice using VR headsets for exploring forensic applications
Compare the use of bespoke VR platforms vs off the shelf VR games vs online digital games for crime scene investigation.
Compare the use of VR anatomy app for examining skeletal structure vs Augmented Reality
Lesson objectives:
Students will be able to:
-know the basics of VR headsets
-use VR to investigate crime scenes
- evaluate pros and cons of various VR scenes vs digital scene
- evaluate pros and cons of VR vs AR
Resources and materials:
VR headset with RIVR CSI (cast to screen)
STEAM Platform and computer with CSI VR downloaded
Red Herring Games | Murder Mystery Virtual tour created by Chris Lynn Photography (crime-time.co.uk)
VR Human Anatomy App
AR Virtuali-tee T-shirts – app to be downloaded onto smart phones
Instruction sheet for CSI VR activity
Instruction sheet for Forensic Anthropology Activity
Answer booklet for Virtual Murder Mystery
Extension activity – disarticulated skeleton
Motivation:
Students to work together to learn how to use VR technology to complement their in-class learning. Working with students from different countries to share good practice and knowledge
Instruction:
Students to split into 3 or 4 groups. Each group will start at the topic below and then rotate around so all groups have had a go at all activities.
Group 1: Anatomy VR vs Anatomy AR - label a skeleton activity and read about Forensic Anthropology
Group 2: CSI VR and Learn Genetics – investigate a crime scene then carry out digital interactive PCR and Gel Electrophoresis
Group 3: Virtual Murder Mystery – digital crime scene mystery with answer booklet
Group 4: RiVR VR Scene – have a go at new tech
Each group is to follow the instructions on the worksheet or as instructed at the start of the lesson. Students may need help to get started with each VR platform.
The purpose of Group 1/2/3 is to make a comparison between each type of VR or digital activity – which worked best, and which was most enjoyable. Within each group, a UK forensic student will assist with highlighting justification for targeting evidence and collection procedures.
The purpose of Group 4 is to compare using VR with AR for learning about the skeletal system and relating back to Forensic Anthropology. Extension activity: Disarticulated skeleton cut out – cause of death
If only 3 groups then the Group 4 activity can be carried out at the end as a whole group activity with headset cast to screen and all students suggesting where volunteers can investigate.
Share your thoughts with the whole group at the end.
Assessment activity:
Discussion
Link for videos:
CSI VR: Crime Scene Investigation on Steam (steampowered.com)
Gel Electrophoresis (utah.edu)
All About PCR - Beta (utah.edu)
Can DNA Demand a Verdict? (utah.edu)
Red Herring Games | Murder Mystery Virtual tour created by Chris Lynn Photography (crime-time.co.uk)
Human Anatomy VR on Oculus Quest 2 | Oculus
Virtuali-Tee - Augmented Reality T-Shirt | Curiscope UK & EU
Analysing the bones: what can a skeleton tell you? | Natural History Museum (nhm.ac.uk)
VR Biology classroom 3
VR Biology classroom 3
Teacher´s name: Pinja Paavilainen
Home school: Upper secondary school Kauriala
Age range: 15+
Subject: Biology
Topic 1: Step into an ecosystem
Alternative Topic 2: Ecosystem ecology examples
Alternative Topic 3: Successful reservation actions made in different ecosystems
Number of students: 6 – 12, maximum 15
Aims of the lesson:
- Find out more information about different ecosystems
- Deepen knowledge about the role of certain animals in their ecosystem
- Have a relaxing experience with an introduction video which helps make their relationship with nature stronger
- Understanding the possibilities of 3D space
Lesson objectives:
- Students will be able to describe how is the typical landscape of the ecosystem
- Students will be able to tell the roles of some key species and why the species are important for the whole ecosystem
- Students will be able to tell what kind of nature conservation action has been done in different ecosystems
- Students will be able to get a positive and calming experience which makes their relationship with nature stronger
Resources and materials:
- Projector
- Computer
- VR headsets
- Students need tablets/computers/ phone
Links for:
https://www.oculus.com/experiences/go/2856269307784398/
Applications and software
- Oculus headsets
- ecosphere
Introduction:
In ecosphere, students can visit different ecosystems/places and learn new things about the ecosystems
1. How is the typical landscape of the ecosystem?
2. What are the roles of some key species? Why are they important for the whole ecosystem?
3. What nature conservation action has been done?
Instruction:
Topic 1:
- the class is divided into three groups which all have six members and students from all three countries
- Every group gets one ecosystem of the options which are Borneo, Kenya and Raja Ampat
- the class gets VR headsets which include the right video material from their ecosystem – instruction on how to use VR seats, solve technical issues
- Guide students to open the application ecosphere and enter the blackboard of their topic ecosystem
- Every student watches through their environment the 2nd video
- Groups will have a conversation about the first video they watched
Topic 2:
- Students watch the first video of their ecosystem and listen actively to the narration
Topic 3:
- Students watch a video about key species of their ecosystem and listen actively to the narration
Assessment activity:
(Without headsets)
Topic 1:
- Discussion about the video the group members first watch. What observations did they make about the ecosystem? How did the video make them feel?
- Every group makes short notes based on their conversation
Topic 2:
- Discussion about the video the group members watch after the introduction video. What observations have they made about the ecosystem now? What did they learn?
- Every group makes short notes based on their conversation
Topic 3:
- Discussion about the video the group members watch about the animals. What observations have they made about the ecosystem now? What did they learn? What they learned about the animal/group of animals that was showcased in more detail in the ecosphere
- Every group makes short notes based on their conversation
Topic 4:
- Every group presents their own ecosystem to the rest of the class: what observation they made, what they learned about the ecosystem, and especially what they learned about the crucial animal/ group of animals and its role in the ecosystem
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