Several studies have explored the utilization of IDS in life sciences education.

A study
by Aslan et al. (2021) investigated the effectiveness of a virtual laboratory simulation
in teaching microbiology. The study found that the virtual laboratory simulation was
effective in increasing students' knowledge and practical skills.

Another study by Hafizah et al. (2020) examined the utilization of a virtual reality
(VR) simulation in teaching anatomy. The study found that the VR simulation was
effective in improving students' understanding of anatomy and reducing their anxiety
towards the dissection process.

In a study by Huang et al. (2020), a virtual laboratory simulation was used to teach
genetics. The study found that the virtual laboratory simulation was effective in
increasing students' understanding of genetics concepts.

Effectiveness of IDS in Life Sciences Education: Several studies have examined the
effectiveness of IDS in life sciences education. A study by Khanal et al. (2020)
investigated the effectiveness of an online virtual laboratory simulation in teaching
physiology. The study found that the virtual laboratory simulation was effective in
improving students' knowledge and practical skills.

Another study by Hinojo-Lucena et al. (2021) examined the effectiveness of a

gamified simulation in teaching biotechnology. The study found that the gamified
simulation was effective in improving students' understanding of biotechnology and
enhancing their motivation towards learning.

In a study by Zhao et al. (2021), a VR simulation was used to teach human

physiology. The study found that the VR simulation was effective in improving
students' understanding of human physiology and enhancing their engagement and
motivation towards learning.

"Effectiveness of an Interactive, Multi-modal Digital Anatomy Program for Learning

Musculoskeletal Anatomy" (Shapiro et al., 2016) - This study evaluated the
effectiveness of an interactive digital simulation program for learning musculoskeletal
anatomy. Results indicated that students who used the simulation had greater retention
of knowledge and higher exam scores compared to those who did not use the
simulation.

"The Effect of a Virtual Laboratory on Students' Achievement in Chemistry" (Akpan

& Andre, 2013) - This study investigated the impact of a virtual laboratory on
students' achievement in chemistry. Results showed that students who used the virtual
laboratory had higher levels of achievement and greater understanding of chemical
concepts compared to those who did not use the virtual laboratory.

"Virtual Reality in Biology: Student Perception and Learning Outcomes" (Wang &
Lieberoth, 2019) - This study explored the use of virtual reality in teaching biology to
undergraduate students. Results showed that students who used virtual reality had
higher levels of engagement and greater understanding of biological concepts
compared to those who did not use virtual reality.

"Virtual Dissection versus Conventional Dissection in Anatomy Learning: A Meta-

Analysis" (Luo et al., 2019) - This meta-analysis compared the effectiveness of virtual
dissection with conventional dissection in anatomy learning. Results showed that
virtual dissection was as effective as conventional dissection in improving students'
knowledge and understanding of anatomy.

"The Impact of a Mobile Augmented Reality Application on Students' Motivation and

Achievement in Biology" (Gürbüz & Köse, 2018) - This study examined the impact
of a mobile augmented reality application on students' motivation and achievement in
biology. Results indicated that the use of the application significantly improved
students' motivation and achievement in biology.

"Using Interactive Simulations to Teach Cellular Respiration: A Comparison of

Guided and Student-Driven Approaches" (Reinagel & Smith, 2014) - This study
compared the effectiveness of guided and student-driven approaches in using
interactive simulations to teach cellular respiration. Results showed that both
approaches were effective in improving students' understanding of cellular
respiration, but the student-driven approach led to greater engagement and deeper
understanding.
"Virtual Laboratories in Science Education: Students' Motivation and Attitudes
towards Using a Virtual Chemistry Laboratory" (Cevik & Erdogan, 2017) - This study
explored students' motivation and attitudes towards using a virtual chemistry
laboratory. Results showed that students had positive attitudes towards using the
virtual laboratory and that it improved their motivation and engagement in chemistry
learning.