NanoCity: An immersive game to transform student perceptions of science
Abstract
This chapter reports on the design and trial of a virtual reality transformational game aimed at promoting the study of nanotechnology among secondary science students. Nanocity is a prototype game purposefully designed to create an engaging and immersive learning environment. The game was tested with 87 lower secondary students in two Western Australian schools. After the experience, these students were surveyed and some participated in focus group interviews. These data, along with observation of the students using the game, provided evidence that the experience was not only engaging but had a transformational effect on the attitudes and perceptions of students towards nanotechnology as a field of study and work. These results supported the suggestion that transformational games can be used to support the learning of students in science and in particular improve their attitudes and perceptions of future engagement with science.
RAS ID
26454
Document Type
Book Chapter
Date of Publication
2018
Location of the Work
Cham, Switzerland
School
School of Education / Centre for Schooling and Learning Technologies / Transformational Games Research Centre
Copyright
subscription content
Publisher
Springer
Recommended Citation
Murcia, K. J., Newhouse, C., & Boston, J. (2018). NanoCity: An immersive game to transform student perceptions of science. DOI: https://doi.org/10.1007/978-3-319-73417-0_15
Comments
Murcia, K. J., Newhouse, C. P., & Boston, J. (2018). NanoCity: An Immersive Game to Transform Student Perceptions of Science. In Sampson, D., Ifenthaler, D., Spector, M., J., & Isaias, P. (Eds.) Digital Technologies: Sustainable Innovations for Improving Teaching and Learning (pp. 259-276). Cham: Springer. Available here