The utility of 3D, haptic‐enabled, virtual reality technologies for student knowledge gains in the complex biological system of the human heart.

Background: Knowledge of the structure and function of the human heart is fundamental to accurately understanding human physiology. As a complex biological system, naïve conceptions abound regarding cardiac anatomy and physiology for K‐12 learners and medical students alike. Objective: Textbooks and lectures, as well models and simulations, have had limited success in aiding learners in constructing accurate and cohesive knowledge of the human heart. Three dimensional (3D) modelling, haptic‐enabled (HE) feedback, and interactive virtual reality (VR) experiences aid tertiary learners, yet it is unknown if secondary learners benefit from learning with these technologies. Methods: An exploratory study examined secondary student knowledge of cardiac anatomy and physiology after participation in an interactive lesson on cardiac structure and function using a 3D, HE, VR technology system. Students from sixth grade (11–12 years old; n = 75) and ninth grade (14–15 years old; n = 76) completed a pre‐ and post‐assessment on cardiac knowledge, anatomy, and physiology punctuated by technology‐delivered instruction on the human heart. Results and Conclusions: Significant gains were found in knowledge from both groups in cardiac anatomy and blood circulation within the chambers of the heart; however, only ninth grade students demonstrated significant knowledge gains in pulmonary circulation. Takeaways: Results suggest that 3D HE VR technologies provide learners robust representations of and student‐driven interactions with complex biological systems that are innovative instructionally for strong conceptual and systematic learning. This study offers insight on technology‐assisted science visualizations for the promotion of knowledge acquisition and systems thinking of the human heart among secondary science students. Lay Description: What is already known: An ongoing challenge for science and medical educators alike is teaching their students about the human heart—its form, function, and how the heart is integrated into a larger body system for homeostasis.Three‐dimensional (3D), haptic‐enabled (HE) and virtual reality (VR) technologies (emerging technologies) provide robust visualizations to help improve learning among tertiary‐level learners, like undergraduate, graduate, and medical students.To what extent, if any, do younger secondary science learners (like students in the sixth and ninth grades) receive similar benefits when learning with emerging technologies. What this paper adds: Significant gains were found in cardiac knowledge from both sixth and ninth grade students in cardiac anatomy and blood circulation within the chambers of the heart.Sampled ninth grade students had significant knowledge gains in knowledge of pulmonary circulation, whereas the sixth graders did not.This study suggests that secondary students, like their tertiary level counterparts, are able to learn complex ideas about the human heart using emerging technologies for science learning, albeit those affordances in learning increase with age. Implications for practice: Secondary science learners benefit from visual and haptic stimuli, provided by emerging technologies, to acquire robust knowledge of the human heart.Middle school aged learners, more so than high school aged learners, may lack prior knowledge to connect their newly acquired knowledge of the human heart to the larger body system; additional scaffolding and teaching is needed for younger learners.Emerging technologies of 3D, haptics, and VR may provide new and robust means for teachers to aid secondary science students' learning of complex biological systems (like the human heart). [ABSTRACT FROM AUTHOR]