Traditional biological dissection, while a cornerstone of anatomical pedagogy for centuries, presents persistent challenges, including significant ethical concerns regarding animal welfare, high material and disposal costs, health risks associated with chemical preservatives, and student aversion/anxiety. This study investigates the effectiveness of Virtual Reality (VR) dissection simulation as a pedagogically sound and ethically superior alternative to traditional hands-on (TH) dissection on student learning outcomes. A quasi-experimental, pre-test/post-test/delayed post-test design was employed, involving 94 undergraduate biology students randomized into a VR simulation group and a TH dissection control group, both focusing on the detailed anatomy of the Rana pipiens (frog) circulatory and nervous systems over a four-week intervention. Data were collected via standardized knowledge assessments, a motor skill acquisition rubric, and an affective domain survey (measuring confidence, anxiety, and ethical attitude). Results demonstrated that the VR group achieved statistically comparable scores to the TH group on conceptual knowledge post-test (p>0.05), with the VR group showing significantly higher knowledge retention in the delayed post-test (p<0.01). Crucially, the VR intervention yielded profound affective gains, showing significantly reduced student anxiety (p<0.001) and a substantially more positive ethical attitude toward the learning process (p<0.001). While the TH group initially demonstrated marginally superior performance on raw motor skill metrics, the VR group's ability to repeat the procedure infinitely mitigated this difference in the final skill assessment. The findings affirm VR dissection as a transformative tool that meets or exceeds the conceptual learning outcomes of traditional methods while comprehensively addressing the ethical, emotional, and logistical barriers inherent in animal dissection. The study advocates for the broad adoption of VR in introductory biology curricula, suggesting a blended approach for optimizing fine motor skill development.