Open Category Submission

821 – Advancing Gamification Virtual Reality and Generative AI for Anatomy, Genetics and Biochemistry Education: An innovative Active-Learning Pedagogical Approach

Virtual reality (VR) and Generative AI (GenAI) empower educators to develop active-learning pedagogical approaches that allow students to simultaneously engage, develop knowledge, social skills, and subject interest within virtual and real classrooms. To initiate VR and GenAI learning at the Division of Life Science (LIFS), HKUST, LIFS1904 Laboratory for General Biology II (comprising four experiments; Ex.1-Ex.4, hosting ~300 students from diverse backgrounds), has been selected. Increasing enrolment has created manpower and space shortages, while post-pandemic issues have made rat cadaver acquisition more difficult (Ex.3). Thus, practical delivery has become challenging, adversely affecting students. To address pressing issues, enhance active-learning, and make practical transitions fluid and cohesive, gamification will be used to develop a customizable, Virtual Reality Platform (VRP). A story-based narrative will be implemented to create immersive, engaging, memorable and impactful pedagogy. Aside from being stressful, conventional exams, provide limited assessment scope, lack creativity, affect student performance and the overall learning experience. To promote the use of GenAI tools, digital Literacy, creativity, innovation and engagement, the final exam will be replaced with an GenAI-driven Infographic assessment. This project will deliver, (i) a VRP containing 3D models and environments relevant to Ex.1-Ex.4. The pre-lab for Ex.2, transition between Ex.2-Ex.3, and full VR experience for Ex.3 will be developed; (ii) new and existing teaching materials (manuals, videos) will be integrated into the VRP; (iii) an online/offline teaching material and VR asset database; (iv) integration of AI learning/assessment technologies will be explored; (v) sharing of expertise with other intra/inter department colleagues; (vi) GenAI-based digital education and assessment; (vii) teaching assistant training in the use of VR, GenAI and novel pedagogy.

The conventional teaching methods in life sciences, particularly in the LIFS1904 course, faced significant hurdles. Rising student enrolment resulted in manpower and space shortages, complicating lab session delivery. Additionally, acquiring rat cadavers for dissection became increasingly difficult due to supply chain issues, highlighting the need for alternative instructional methods.

The pandemic underscored the necessity for innovative active-learning approaches. It became evident that students required more engaging and flexible learning environments that could adapt to their needs while ensuring safety. Recognizing the desire for enhanced learning experiences, I noted that many students, especially those with special educational needs, struggled with traditional methods and would benefit from interactive and immersive learning.
Moreover, to further enhance student engagement and creativity, integrating Generative AI as a final assessment method could provide students with the opportunity to create infographics that summarize their learning. This approach not only encourages creativity but also allows students to synthesize complex information visually, making it more accessible and easier to understand.

Hypothesis and Rationale for Success:

The hypothesis driving this project is that integrating a gamified VR platform and Generative AI into the LIFS1904 curriculum will significantly improve student engagement, understanding, and retention of complex anatomical concepts.

Harnessing VR technology aligns with the university's goal of promoting active learning. The immersive nature of VR allows students to engage with material in a safe environment, facilitating effective experiential learning. Incorporating gamification elements is expected to motivate students and enhance participation by framing learning within a narrative context.

The use of 3D models of rat and human anatomy will bridge the gap between theory and practice, aiding students in making meaningful connections. The addition of Generative AI for final assessments will allow students to create visually appealing infographics, reinforcing their understanding of the material. The VR platform will also address logistical challenges, providing an ethical alternative to physical dissection.

Ultimately, this project aims to enhance student outcomes and engagement, leading to a more effective and enjoyable educational experience in the life sciences.

"For Streams 1&2 only"

Functional Architecture and Technical Workflow:
The project utilizes a gamified Virtual Reality (VR), powerful story-based narratives, and Generative AI tools to enhance the LIFS1904 curriculum. The functional architecture comprises three main components: the VR environment, Generative AI tools for infographic creation, and a database for teaching materials. Students will engage with 3D anatomical models of both rats and humans in the VR environment, while the Generative AI will assist in creating infographics for final assessments, allowing for a comprehensive understanding of anatomical, Genetic and Biochemical concepts.

Implementation Process for Innovative Features:
The implementation process includes designing the VR environment, developing 3D models, and integrating Generative AI tools. The project will follow an iterative design approach, incorporating feedback from pilot testing to refine the user experience. Key innovative features include interactive gamification elements, narrative-driven learning paths, and the ability to create infographics using AI.

Design and Development Timeline:
• Phase 1 (Oct 2024 - Jan 2025): Prepare for testing, including hardware acquisition and VR content improvement, prepare materials for GenAI/Infographic assessment. (Complete)
• Phase 2 (Feb 2025 - May 2025): Conduct sessions, gather feedback. (Complete)
• Phase 3 (Jun 2025 - Jan 2026): Refine the VR platform and AI tools. (In progress)
• Phase 4 (Feb 2026 - Jan 2026): Full implementation of the custom VR platform in LIFS1904, including Generative AI integration. (TBC)

Performance Metrics:
Effectiveness has been/ will be evaluated based on student engagement levels, understanding of anatomical concepts, and the quality of infographic submissions. Metrics will include pre- and post-assessment scores, student feedback surveys, and participation rates in VR sessions.
Implementation and Conversion Work Plan:

The work plan includes training teaching assistants in VR and AI technologies, developing a user-friendly interface for both students and faculty, and establishing a feedback mechanism to continuously improve the platform. The relationship between the project’s functions and the employed technologies ensures a seamless integration of immersive learning experiences and innovative assessment methods, fostering a robust educational environment.

The idea of integrating a gamified Virtual Reality (VR) platform and Generative AI into the LIFS1904 curriculum represents a groundbreaking approach to addressing the challenges faced in conventional life sciences education. This project innovatively transforms the traditional learning experience by leveraging immersive technology and interactive design to enhance student engagement and understanding.

Innovative and Creative Aspects:
1. Gamification: By incorporating gamification elements, the project creates an engaging narrative that motivates students to participate actively in their learning. This approach encourages exploration and interaction within the VR environment, making complex anatomical concepts more relatable and memorable.
2. Virtual Reality: The use of VR technology allows students to engage with 3D models of both rat and human anatomy in a safe and controlled environment. This immersive experience not only enhances understanding but also alleviates ethical concerns associated with physical dissections, addressing logistical challenges such as specimen availability.
3. Generative AI for Assessment: Integrating Generative AI tools enables students to create infographics as a final assessment, fostering creativity and visual communication skills. This innovative assessment method encourages students to synthesize their knowledge and present it in a visually appealing format, enhancing their learning outcomes.
4. Interactive Learning Environment: The project creates a collaborative and interactive learning space where students can work together, share insights, and receive immediate feedback. This peer-to-peer interaction enhances the learning experience and builds a sense of community among students.

Enhancing Effectiveness: The combination of gamification, VR, and Generative AI not only addresses the immediate challenges of conventional teaching methods but also fosters a deeper understanding of the material. By providing an engaging and flexible learning environment, the project effectively meets the diverse needs of students, including those with special educational needs. The innovative use of technology enhances student motivation, retention, and overall academic performance, making the learning process more effective and enjoyable. Ultimately, this project exemplifies how creativity and innovation can reshape educational practices, leading to improved outcomes in life sciences education.

Scalability Strategies:
1. Modular Design: The VR platform will feature a modular architecture for easy updates and expansions, allowing new modules to be added as user demand grows without overhauling the system.
2. Cloud-Based Infrastructure: Cloud technology will support more simultaneous users and provide flexibility for access across devices, accommodating increasing student enrollment while ensuring performance.
3. Training and Onboarding: A comprehensive training program for teaching assistants (TAs) will prepare them to effectively facilitate VR sessions, helping manage larger groups and maintain instructional quality.
4. Feedback Mechanisms: Regular feedback through surveys and focus groups will identify user needs and potential issues early, enabling timely adjustments to the system.

Addressing Potential Bottlenecks:
• Resource Allocation: Anticipating demand, resources will be allocated for additional hardware and software, including more Oculus headsets, to ensure all students have access during sessions.
• Performance Monitoring: Continuous system performance monitoring will help identify and resolve technical issues before they affect users.

Ensuring Environmental Sustainability:
1. Reduction of Physical Resources: VR minimizes the need for physical specimens, reducing waste and environmental impact from traditional practices.
2. Sustainable Hardware Choices: Energy-efficient VR hardware and shared resources will help lower the project's carbon footprint.
3. Virtual Learning Environment: The platform encourages remote learning, reducing the need for physical travel and associated emissions.

Fostering Long-Term User Engagement:
1. Continuous Content Updates: Regular updates with new content and features will keep students engaged.
2. Community Building: Forums and social media groups will foster interaction among students.
3. Gamification Elements: Game-like features, such as achievements, will motivate consistent engagement.

Adapting to Evolving User Needs:
1. User-Centric Design: Development will prioritize user feedback to evolve with student and faculty needs.
2. Integration of Emerging Technologies: Exploring new technologies, like AI, will keep the solution relevant.
3. Flexible Learning Paths: Customizable learning paths will accommodate diverse user needs.
These strategies aim to create a scalable, sustainable, and engaging educational solution.

The integration of a gamified Virtual Reality (VR) platform and Generative AI in the LIFS1904 curriculum directly addresses several social issues, particularly in the realms of equity and inclusion in education.
Addressing Social Issues:
1. Equity in Learning: The VR platform provides an accessible and engaging learning environment for all students, including those with special educational needs (SEN). By minimizing reliance on physical specimens and accommodating diverse learning styles, the project ensures that every student has the opportunity to succeed in understanding complex anatomical concepts.
2. Enhancing Engagement: The interactive nature of VR and the creative aspect of Generative AI infographics foster an inclusive atmosphere where students feel more connected to the material. This approach encourages participation from students who may struggle with traditional teaching methods, enhancing their overall educational experience.
3. Promoting Ethical Learning: By substituting traditional dissection practices with VR simulations, the project addresses ethical concerns surrounding the use of animal cadavers, promoting a more responsible approach to education.
Metrics for Measuring Social Impact: To evaluate the social impact of the project, we will employ several metrics:
• Student Engagement Levels: Surveys and feedback forms will assess student participation and satisfaction with the VR learning experience.
• Performance Outcomes: Analyzing pre- and post-assessment scores will help measure improvements in understanding and retention of anatomical knowledge.
• Accessibility Metrics: Tracking the participation rates of SEN students and other marginalized groups will provide insights into the project's effectiveness in

promoting equity.
Ensuring Responsiveness: To remain responsive to the evolving needs of the community, we will establish continuous feedback mechanisms, including focus groups and regular surveys. This ongoing dialogue will inform necessary adjustments to the platform and teaching strategies, ensuring that the solution remains relevant and impactful in addressing the diverse needs of all students. By aligning with broader social goals, this project aims to create a more equitable and inclusive educational environment in the life sciences.

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