2024 article
Development and Evaluation of an Immersive and Interactive Virtual Cell Culture Training for Accessible Biotechnology
Srougi, M., Spencer, D., Cartwright, E., McKeown, C., Potts, C., & Jhala, A. (2024, March). JOURNAL OF BIOLOGICAL CHEMISTRY, Vol. 300, pp. S79–S79.
open access via www.jbc.org (publisher PDF)
Source: Web Of Science
Added: December 2, 2024
This study explores the design and assessment of an interactive and immersive 3D browser-based virtual mammalian cell culture simulation created to replace or supplement traditional in-person laboratories. Unique to the virtual labs, users are afforded the ability to make independent decisions that drive laboratory outcomes within the virtual environment, thus closely recapitulating the in-person experience while also providing technical feedback. In the fall and spring of 2022, four sections of an upper-level, dual enrollment undergraduate/graduate course in biotechnology tested the simulation that supplemented existing face-to-face cell culture labs focused on sterile mammalian cell culture techniques. Using a qualitative study design, consenting students were surveyed on their perceptions of the simulation and user experience immediately after the virtual lab (n=87 fall, n=96 spring) as well as at the conclusion of the course (n=73 fall, n=74 spring). Seventy-three percent of students surveyed felt the virtual simulation had clear connections to real-world applications and 57% of students agreed that it aided in their understanding of cell culture experiments. Moreover, by the end of the course more than half of students agreed that the virtual experience was realistic and required critical thinking, drawing connections between their existing and new knowledge. These data suggest that the interactive and immersive cell culture simulation may serve as a useful tool in courses such as biochemistry or chemical biology laboratories where expertise in mammalian cell culture techniques is required. Additionally, the virtual experience lowers accessibility barriers to skills training for students who may not be able to participate in traditional labs or at institutions where cost, infrastructure and expertise are prohibitive. This work was funded by BioMADE and an NC State University DELTA grant.