Many students face challenges in understanding STEM subjects because traditional teaching methods can make scientific concepts hard to visualize. Recent research published in the International Journal of STEM Education found that students using virtual reality (VR) for science learning showed almost 50 percent greater comprehension compared to those taught through conventional classroom approaches. This finding has led researchers at Kennesaw State University (KSU) to investigate how combining artificial intelligence (AI) with VR could improve the learning experience.
Under the guidance of Assistant Professor Lei Zhang, computer science student Devon Haynes is researching how large language model (LLM) tutors integrated into VR environments might help students grasp complex topics more effectively. Their work began in KSU’s First-Year Scholars Program, focusing on how VR storytelling could aid in understanding DNA damage and repair mechanisms.
“The idea started with our earlier project that used a multi-user VR system to help students understand DNA damage and repair,” Zhang said. “We wanted to take that concept further by incorporating AI assistance, creating a virtual mentor that can support students as they learn collaboratively inside a virtual environment.”
Now part of the Sophomore Scholars Program, Haynes has expanded the project by adding LLMs into the system. These AI-driven tutors interact with users in real time, answer questions, provide feedback, and guide group collaboration within the virtual space.
“A multi-user VR system and LLMs are two areas that haven’t been deeply explored together yet,” Haynes said. “A lot of existing research looks at one or the other, but not how they can interact in the same learning space.”
Haynes described his involvement as both technically demanding and creatively fulfilling. His daily activities include reviewing literature, designing frameworks, and building prototypes to link AI models with VR platforms.
“There’s a lot that goes into connecting a large language model with VR,” he said. “But it’s exciting to build something that could actually change how people learn.”
The project also demonstrates the importance of mentorship and experiential learning at KSU. Zhang explained his approach to mentoring Haynes: “I treat Devon like a graduate student. I provide directions, but he takes initiative in experimentation and the ownership of the work,” Zhang said. “He’s shown genuine curiosity, strong initiative, and the ability to apply feedback. That’s what research at a graduate level is all about.”
Yiming Ji, interim dean of KSU’s College of Computing and Software Engineering, commended their partnership as an example of innovation fostered by KSU’s research culture.
“Devon and Dr. Zhang’s work shows how computing research at KSU is shaping the future of education,” Ji said. “Their use of AI and virtual reality demonstrates the transformative power of technology when guided by curiosity and collaboration.”
Haynes reflected on how this experience has changed his perception of academic research.
“I didn’t really know what research was before college,” he said. “Now, I’ve learned how to collect and analyze data, write papers, and even publish. It’s given me confidence and opened doors I didn’t expect.”
Looking ahead, Haynes and Zhang plan to further develop their prototype over the coming year, evaluate its impact through user studies, and share their results at academic conferences.
