  Despite the value of VR (Virtual Reality) for educational purposes, the
instructional power of VR in Biology Laboratory education remains
under-explored. Laboratory lectures can be challenging due to students' low
motivation to learn abstract scientific concepts and low retention rate.
Therefore, we designed a VR-based lecture on fermentation and compared its
effectiveness with lectures using PowerPoint slides and a desktop application.
Grounded in the theory of distributed cognition and motivational theories, our
study examined how learning happens in each condition from students' learning
outcomes, behaviors, and perceptions. Our result indicates that VR facilitates
students' long-term retention to learn by cultivating their longer visual
attention and fostering a higher sense of immersion, though students'
short-term retention remains the same across all conditions. This study extends
current research on VR studies by identifying the characteristics of each
teaching artifact and providing design implications for integrating VR
technology into higher education.
