A critical reflection on the affordances of web 3.0 and artificial intelligence in life sciences education

Life Sciences Education has become increasingly important in today's rapidly changing world, as it equips students with the knowledge and skills needed to tackle complex global challenges in various biology fields. With the emergence of Web 3.0 and Artificial Intelligence (AI), numerous opportunities exist to revolutionize Life Sciences Education and enhance student learning. However, integrating these technologies into traditional teaching methods poses significant challenges. This paper aims to explore the opportunities and challenges of Web 3.0 and AI in Life Sciences Education and provide recommendations for successful integration. The opportunities of Web 3.0 and AI in Life Sciences Education include enhanced personalized learning, increased engagement, access to vast amounts of data, and innovative assessment strategies. However, ethical concerns related to AI, integration with traditional teaching methods, training and professional development for educators, and cost and accessibility issues are among the challenges. The paper also provides case studies of successful implementation and recommendations for addressing ethical concerns, professional development, funding and accessibility, and collaboration between educators and technology experts. The paper concludes with implications for future research and practice in Life Sciences Education

ASSESSING THE EFFECT OF INTERACTIVITY ON VIRTUAL REALITY SECOND LANGUAGE LEARNING

Virtual Reality (VR) being used as a helpful tool in language education is widely supported by the current literature. It can provide a variety of stimulating scenarios that keep learner engagement high. The use of VR for language learning is a research area that has shown promise in recent years. This makes it necessary for further research to be conducted in the field to determine ways to maximize its potential. This thesis aims to determine if the level of interactivity present in a VR Language Learning Application is a factor that will impact a user\u27s capability to successfully learn a second language. Also, to discover an optimal level of interactivity needed to foster successful language learning in VR can be identified when dealing with subjects with different age, gender, and previous VR experience. To satisfy these aims, 3 versions of a VR Language Learning Application were created with varying levels of interactivity. Data collected from participants of this study were used to test efficiency of the VR language learning application. Results of this analysis determine that the level of interactivity present in a VR Language Learning Application is a factor that will impact a user\u27s capability to successfully learn a second language. Also, according to the results, all interactivity levels are useful but no interactivity is the most optimal for successful language learning in VR

Evaluation of Students’ Chemistry Learning and Experiences in Collaborative Immersive Virtual Reality

This study aims to understand how students utilise and perceive collaborative immersive virtual reality (iVR) to learn chemistry concepts, compared to magnetic models. Multimodal cross-case analysis revealed that undergraduate students appreciated learning complex spatial arrangements of molecules in iVR, but the extent of learning and engagement varied depending on prior knowledge and group composition. Evaluating the dynamics of students’ learning experiences can elucidate the unique educational benefits of iVR, revealing nuances that conventional evaluation overlooked