@article{srougi_spencer_cartwright_mckeown_potts_jhala_2024, title={Development and Evaluation of an Immersive and Interactive Virtual Cell Culture Training for Accessible Biotechnology}, volume={300}, ISSN={["1083-351X"]}, DOI={10.1016/j.jbc.2024.105919}, abstractNote={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.}, number={3}, journal={JOURNAL OF BIOLOGICAL CHEMISTRY}, author={Srougi, Melissa and Spencer, Dan and Cartwright, Emily and McKeown, Caitlin and Potts, Colin and Jhala, Arnav}, year={2024}, month={Mar}, pages={S79–S79} }
 @article{spencer_mckeown_tredwell_huckaby_wiedner_dums_cartwright_potts_sudduth_brown_et al._2024, title={Student experiences with a molecular biotechnology course containing an interactive 3D immersive simulation and its impact on motivational beliefs}, volume={19}, ISSN={["1932-6203"]}, DOI={10.1371/journal.pone.0306224}, abstractNote={The development and use of virtual laboratories to augment traditional in-person skills training continues to grow. Virtual labs have been implemented in a number of diverse educational settings, which have many purported benefits including their adaptability, accessibility, and repeatability. However, few studies have evaluated the impact of virtual laboratories outside of academic achievement and skills competencies, especially in biotechnology. In this study, an interdisciplinary team of content experts, video game researchers, instructional designers, and assessment experts developed a 3D immersive simulation designed to teach novice scientists the technical skills necessary to perform sterile mammalian cell culture technique. Unique to the simulation development process is the recreation of an immersive experience through the capture of details in the real-world lab where participants have the freedom of choice in their actions, while receiving immediate feedback on their technical skills as well as procedural execution. However, unlike an in-person laboratory course, students are able to iterate and practice their skills outside of class time and learn from their mistakes. Over the course of two semesters, we used a mixed-methods study design to evaluate student attitudes towards the simulation and their science motivational beliefs. Students' self-efficacy and science identity were assessed after engaging with the simulation prior to the physical laboratory. Our results show that students' science identity remained unchanged while their science self-efficacy increased. Furthermore, students had positive perceptions of the benefits of the virtual simulation. These data suggest that the virtual cell culture simulation can be a useful pedagogical training tool to support students' motivational beliefs that is both accessible and easy to implement.}, number={7}, journal={PLOS ONE}, author={Spencer, Dan and Mckeown, Caitlin and Tredwell, David and Huckaby, Benjamin and Wiedner, Andrew and Dums, Jacob T. and Cartwright, Emily L. and Potts, Colin M. and Sudduth, Nathan and Brown, Evan and et al.}, year={2024}, month={Jul} }
 @article{mckeown_mckeown_2019, title={Accessibility in Online Courses: Understanding the Deaf Learner}, volume={63}, ISSN={["1559-7075"]}, DOI={10.1007/s11528-019-00385-3}, number={5}, journal={TECHTRENDS}, author={McKeown, Caitlin and McKeown, Julia}, year={2019}, month={Sep}, pages={506–513} }