“Bacteria and viruses are two entities that have unique and complex component structures. Research by Efendi, Siregar, Syafira, and Sahputra (2023) presents some information about the application of mobile-based Virtual Reality technology as an educational medium about bacteria and viruses.”
When the development of Virtual Reality (VR) technology innovation increases, its application to various fields of life also follows. One of them is its application in the world of education. Yoyon Efendi, M. Kom. is a VR Swordsman, a community under MilleaLab. Interestingly, Yoyon Efendi, M. Kom. is also a lecturer at the Amik Riau School of Information & Computer Management (STMIK). He and three other lecturers, Siregar, Syafira, and Sahputra (2023), conducted research entitled “Application of Mobile-Based Virtual Reality Technology as Educational Media about Bacteria and Viruses.”
MilleaLab has a community called VR Swordsmen, containing active educators who implement VR technology in the classroom. MilleaLab itself is an education technology (EdTech) platform that relies on VR as an interactive learning media. At the same time, Efendi, Siregar, Syafira, and Sahputra’s research (2023) focuses on the impact of the application of VR technology, especially MilleaLab, as a learning medium about bacteria and viruses. As we all know, bacteria and viruses have complicated and micro-sized structures and parts. However, what is the role of VR technology as a medium for learning about bacteria and viruses?
Specifically, the researchers used the MDLC (Multimedia Development Life Cycle) model research method, which aims to accommodate the development of the VR concept. So, several evaluations are obtained from the assessment components consisting of multimedia elements and user satisfaction. The stages of the research method include the concept stage, development stage, and testing and evaluation stage. A total of 20 students acted as respondents to application testing and filled out a questionnaire consisting of four specific questions. Furthermore, at the evaluation stage, there are 4 elements of assessment, namely text, image, animation, and interactive elements.
After testing by 20 learners is obtained, the data from the questionnaire will be processed and calculated using SPSS (Statistical Package for the Social Sciences) to calculate the average value and standard deviation. The results of the virtual learning content development stages on bacteria and viruses themselves resulted in 4 phases of the story. First, in the classroom. Second, in the laboratory. Third, in the treatment room, and fourth is the quiz session. The learning content of bacteria and viruses is accessed through a smartphone. In addition, the test results in the research of Efendi, Siregar, Syafira, and Sahputra (2023) were noted to be very interesting to discuss.
Based on the data obtained from the results of student testing, the MilleaLab VR application accessed via a smartphone achieved a feasibility value of 88.72%. The conclusion related to VR as an educational medium about bacteria and viruses becomes clear. Moreover, the test results to evaluate user satisfaction with four elements showed that the use of text received an average score of 16.60, the image aspect 16.50, the animation aspect 12.95, and the interactive aspect 13.30. Through the research of Efendi, Siregar, Syafira, and Sahputra (2023), we can further find out that MilleaLab, the current VR education platform, can support specific learning, such as bacteria and viruses.
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