Title

NanoCity: An immersive game to transform student perceptions of science

Document Type

Book Chapter

Publisher

Springer

Place of Publication

Cham, Switzerland

School

School of Education/ Centre for Schooling and Learning Technologies (CSaLT)/ Transformational Games Research Centre

RAS ID

26454

Comments

Originally published as: 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. Original article available here

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.

DOI

10.1007/978-3-319-73417-0_15

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