Garcia-Bonete Maria-Jose, Jensen Maja, Katona Gergely
Department of Chemistry and Molecular Biology, University of Gothenburg, Gothenburg, 41390, Sweden.
Biochem Mol Biol Educ. 2019 Jan;47(1):16-24. doi: 10.1002/bmb.21188. Epub 2018 Nov 26.
Although virtual and augmented reality (VR and AR) techniques have been used extensively in specialized laboratories, only recently did they become affordable, reaching wider consumer markets. With increased availability, it is timely to examine the roles that VR and AR may play in teaching structural biology and in experiencing complex data sets such as macromolecular structures. This guide is suitable for those teachers of structural biology who do not have a deep knowledge of information technologies. This study focuses on three questions: 1) How can teachers of structural biology produce and disseminate VR/AR-ready educational material with established and user-friendly software tools?; 2) What are the positive and negative experiences reported by test participants when performing identical learning tasks in the VR and AR environments?; and 3) How do the test participants perceive prerecorded narration during VR/AR exploration? © 2018 International Union of Biochemistry and Molecular Biology, 47(1):16-24, 2018.
尽管虚拟现实和增强现实（VR和AR）技术已在专业实验室中广泛使用，但直到最近它们才变得价格亲民，进入了更广泛的消费市场。随着可用性的提高，现在正是审视VR和AR在结构生物学教学以及体验诸如大分子结构等复杂数据集方面可能发挥的作用的时候。本指南适用于那些对信息技术没有深入了解的结构生物学教师。本研究聚焦于三个问题：1）结构生物学教师如何使用成熟且用户友好的软件工具制作和传播适用于VR/AR的教育材料？2）测试参与者在VR和AR环境中执行相同学习任务时报告了哪些正面和负面体验？3）测试参与者在VR/AR探索过程中如何看待预先录制的旁白？© 2018国际生物化学与分子生物学联盟，47(1):16 - 24, 2018。
