## 4 Discussion and Conclusions  
This research work has proposed a development approach for an immersive simulation module and investigated the use of the 3 DVLE in forensic molecular biology course. The developed scenario for VR/3D forensic module enabled students to move as avatars, explore and navigate inside a 3D crime scene with guidance from their teachers inside the simulated environment, collect evidence, perform analysis inside the virtual molecular biology lab, view learning resources, and answer quizzes as assessment tool inside the virtual world. The findings confirm the transformative potential of 3 DVLEs in forensic molecular biology education by echoing recent research that highlights the efficacy of VR in various scientific disciplines [36]. Our findings demonstrate that both online and face-to-face VR-based instruction can effectively convey core concepts, thus challenging the traditional notion that face-to-face interaction is inherently superior; an outcome which is also in agreement with [37]. On these grounds it can be suggested that, with careful design and consideration of pedagogical principles, VR-based training can provide comparable educational benefits and may even surpass traditional methods in certain scientific contexts and subjects that are difficult or dangerous to replicate in physical classrooms. The study also emphasizes the critical role of high-fidelity virtual environments in shaping learners' perceptions towards VR-based learning. Specifically, content relevance, visual quality, and animation realism were identified as the most influential factors in learners' overall experience and intention to reuse VR for training purposes. The aforementioned outcomes align with existing research that underscores the importance of multimedia elements in immersive experiences as a means of enhancing sense of presence [38]. Collectively, such attributes contribute to VR's ability to foster motivation and engagement which, in turn, lead to improved performance on complex tasks and greater enjoyment of the learning process [39; 40; 41]. Furthermore, the experiential nature of VR facilitated the practical application of learned concepts and provided learners with opportunities to experiment and develop new horizontal skills. This aligns with the broader pedagogical shift towards active learning and experiential education [42], which prioritizes the provision of authentic contexts and encourages the development of transversal skills through simulated experiences that closely mimic the real-world conditions requiring collaboration to address complex problems [12; 43]. Finally, although our study did not demonstrate a statistically significant effect of teacher presence on learners' perceptions of VR, an emerging trend suggests that instructor-learner interaction might influence learners' willingness to utilize VR in the future [44]. This observation requires further investigation to identify the optimal balance between independent exploration and guided instruction within VR environments [45; 46]. The implications of the study extend beyond forensic molecular biology to the broader educational landscape. Firstly, the success of VR across both online and face-to-face modes underscores its potential to supplement or even substitute traditional teaching methods, particularly for complex subjects. This opens new avenues for learners who may encounter obstacles accessing or feel uncomfortable in physical labs or classrooms. Secondly, the study emphasizes the importance of incorporating high-quality visuals and animations in VR learning. Prioritizing these elements not only enhances immediate engagement but also fosters sustained interest in technology and its educational advantages. Thirdly, VR's potential to facilitate skill development, by allowing learners to actively apply scientific concepts in the virtual environment, is crucial for both conceptual understanding and retention of complex information [47].