A cross-cultural comparison on perception for extended reality (XR) learning environmental simulation of animal drug administration
TL;DR
This study revealed that VAnS were widely accepted as an engaging, and 3Rs-aligned supplement to animal-handling training, with students reporting positive perceptions of its potential to support learning.
Abstract
Background The integration of Extended Reality (XR) technologies into animal-handling training provides science students working with animals in experimental research with an innovative platform for developing practical and ethical skills that contribute to medical advancement. As laboratory practices become increasingly globalized and guided by the 3Rs principle of Replacement, Reduction, and Refinement, understanding cross-cultural perceptions of animal-handling protocols has become increasingly important. Methods A single-player XR platform with an immersive one-in-one virtual reality (VR) system, the Virtual Animal-handling Simulation (VAnS), was integrated into aligned curricula at VIVES University of Applied Sciences and the Chinese University of Hong Kong. After lectures and hands-on practice with anatomical dummies, 85 undergraduates completed VAnS and then an online questionnaire with 17 questions, comprising six domains: Engagement with 3D World, Realistic Interaction, Active Learning, Concentrated Involvement, Learning Capability, and Overall Perception. Each of the 17 items was rated on a five-point Likert scale. Results Median scores in all categories were significantly above the neutral midpoint, indicating strong endorsement of the VR environment, its realism, and its contribution to active learning and perceived capability. Chinese students consistently rated the VR module more favorably than Belgian students across all six learning domains. Effect sizes ranged from small to medium, with the largest differences observed for learning capability and overall perception. Ordinal logistic regression confirmed country as a significant predictor for several domains, while gender showed no meaningful influence. Prior VR experience was negatively associated with Learning Capability (p = 0.036). Within the Belgian cohort, animal-care background had no significant effect, whereas educational track showed a non-significant trend toward higher ratings for Learning Capability. Conclusion Our study revealed that VAnS were widely accepted as an engaging, and 3Rs-aligned supplement to animal-handling training, with students reporting positive perceptions of its potential to support learning. Cultural differences underscoring the need for context-sensitive implementation.