Abstract:

The Animal Breeding and Genetics Research Group at the University of León (MEGA-ULE), whose members also belong to the VetGeneULE Teaching Innovation Group, has recently intensified its efforts to implement innovative teaching methodologies that promote active participation and experiential learning among students from different academic programs. Within this context, virtual reality (VR) has emerged as a powerful resource capable of creating immersive learning environments that facilitate the acquisition of practical skills. In disciplines such as animal breeding and genetics, where phenotypic evaluation requires direct observation of animals and specific handling conditions, VR offers a safe and realistic alternative to complement traditional classroom-based instruction.

The present study explored the use of VR technology as a complementary tool to traditional teaching methods in animal production-related subjects. Pico G3 VR headsets were used to provide undergraduate students enrolled in the Animal Nutrition and Genetics course at the School of Agricultural and Forestry Engineering (University of León) accessed a 360° immersive video recorded in a sheep commercial milking parlour. The VR material was specifically designed to guide students through the process of performing linear morphological scoring of the ewe’s udder (a practical skill that traditionally requires on-farm sessions and direct access to animals). By simulating a real working environment, the activity enabled students to observe udder conformation traits, scoring criteria, and handling procedures with high realism and without the logistical constraints associated with live practical sessions.

Preliminary student feedback, collected through an anonymous survey, was highly positive. Students reported that the VR experience improved their ability to connect theory with practical udder scoring more effectively than traditional explanations. They also valued VR as a feasible alternative to on-farm training, helping overcome challenges such as logistics, animal availability, and biosecurity limitations. The activity provided a safe, repeatable, and scalable learning environment where all students experienced identical conditions while reducing animal handling and farm disruption.

In conclusion, this pilot experience demonstrates the potential of immersive VR to enhance practical training in animal breeding by facilitating active and experiential learning and improving access to real-world evaluation scenarios. Future initiatives of the MEGA-ULE group will focus on expanding VR-based teaching materials to include additional species and traits, developing interactive scoring modules, and assessing the impact of VR on student performance, motivation, and long-term retention.

Keywords:

Active Learning, Virtual Reality, Animal Breeding, Immersive experience, Morphology scoring.