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In this study, we investigate the attitudes of students towards an immersive educational instruction method used to augment in-person biology laboratories. Specifically, we employ the Oculus Quest 2 in a mid-sized biology classroom setting to conduct a virtual heart dissection instructional class using Virtual Reality (VR). We engaged with 23 students from a Singaporean secondary school to gather insights into their experiences and perspectives. The focus of this study is twofold: firstly, to assess the potential of VR technology, particularly the Oculus Quest 2, as a tool for enhancing learning in biology, and secondly, to evaluate the feasibility of replacing traditional in-person laboratory settings with VR-based learning environments. By examining the students’ experiences, this research sheds light on the effectiveness of VR technology in enhancing academic engagement and understanding of this specific content taught in a standardized biology syllabus. Our findings reveal that Oculus Quest 2 with VR can significantly stimulate student interest in this topic. The study provides insights into how VR as part of educational technology can transform the traditional learning experience, offering a more interactive and engaging approach to education in biology. These preliminary results have important implications for the future of educational methodologies in science and technology subjects.

In this study, we have developed a webXR tool that helps students visualise 3D graphs from functions of two variables through the use of simple, practical and cost-effective Google Cardboard for use in the classroom. Further, we have assessed Google Cardboard’s usability as a content delivery system in a mid-sized multivariable calculus class with 36 students, and 40 other students in another class as the control group. We also attempt to assess if Google Cardboard is better than PowerPoint slides, shown on flat screen computers, in terms of students’ attitudes and engagement towards the teaching and learning of multivariable calculus. Our results suggest that Google Cardboard functions better than PowerPoint slides when encouraging students’ attitudes and engagement towards learning multivariable calculus. At the same time, Google Cardboard as a content delivery system does not appear to differ from PowerPoint slides in terms of its usability.