An Exploration into the Application of Extended Reality Technology in Cell Biology Education
ZHANG Tao, GENG Jiejie, BIAN Huijie, CHEN Zhinan*
Cell Biology education involves microscopic, three-dimensional, dynamic, and highly complex content, presenting significant challenges for traditional instructional methods in visualizing microscopic structures, dynamic processes, and conducting certain practical experiments. This study integrates XR (extended reality) technol ogy into the Cell Biology curriculum by incorporating embodied cognition theory and Peyton’s four-step instructional approach. Leveraging the unique advantages of XR led to the design of a spiral learning path— “Perception, Interac tion, Internalization, Creation”—and the construction of an XR immersive integrated teaching model. Using “cellular signal transduction” and “organelle observation” as representative examples, this research systematically demonstrates the application of this model in both theoretical and practical teaching contexts. The findings provide empirical evi dence for mitigating the limitations of conventional teaching methods in Cell Biology, highlighting that XR technology should serve as a complementary rather than substitutive tool. The implementation of XR technology in Cell Biology education is poised to advance instructional methodologies toward greater intelligence, personalization, and efficiency.
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