This design follows the idea that rather than better teaching of traditional knowledge, the real potential of VR is found in “learning by doing”, which is usually very difficult to apply in traditional classes. These are some of the keys we have found when using the serious game with our students. 

• Student satisfaction: The game in both its desktop and VR versions significantly improved student satisfaction compared with the traditional teaching method. 
• Remembering information: Slightly worse results of the serious games groups than the traditional learning group in remembering information. 
• Visual recognition: Significantly better visual recognition than the group that received the traditional class. 
• Game usability: The students thought it was significantly easier to interact in VR than the desktop PC version controlled by keyboard and mouse. 
• Understanding: The immersion helps students to extract applied knowledge for real life. 
• Performance:The VR group performed the exercise faster and made fewer errors than the students playing the same game on the desktop.

Checa, D., Miguel-Alonso, I. & Bustillo, A. Immersive virtual-reality computer-assembly serious game to enhance autonomous learning. Virtual Reality 27, 3301–3318 (2023). https://doi.org/10.1007/s10055-021-00607-1