Skip to main content

Shifts in Student Attitudes and Beliefs About Science Through Extended Play in an Immersive Science Game

  • Conference paper
  • First Online:
Immersive Learning Research Network (iLRN 2023)

Abstract

This research considers the impact of a digital science game that provides immersive experiences in which participants take on the role of a scientist and learn through active engagement with simulated science environments and tools. Wake: Tales from the Aqualab is an immersive web-based middle school science game designed to teach science practices of experimentation, modeling, and argumentation in aquatic ecosystems. This paper describes findings from a study of approximately 250 middle school students who used a beta version of the game over two weeks. A pre-post survey of affective measures found significant gains in student science identity, self-efficacy, and interest. Classroom observations and interviews with students and teachers supported these findings, suggesting that the immersive qualities of the game helped students think of themselves as scientists and engage in authentic science practices, contributing to shifts in students’ attitudes and beliefs about science.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  1. Dede, C.: Immersive interfaces for engagement and learning. Science 323(5910), 66–69 (2009). https://doi.org/10.1126/science.1167311

    Article  Google Scholar 

  2. Barab, S., Dede, C.: Games and immersive participatory simulations for science education: an emerging type of curricula. J. Sci. Educ. Technol. 16, 1–3 (2007)

    Article  Google Scholar 

  3. Wilson, B.G.: Constructivism in practical and historical context. Trends Issues Instruct. Des. Technol. 3, 45–52 (2012)

    Google Scholar 

  4. Dede, C., Grotzer, T., Kamarainen, A., Metcalf, S., Feldman, R.: Designing immersive authentic simulations that enhance motivation and learning: EcoLearn. Learning science: Theory, research, practice, pp. 229–259 (2019)

    Google Scholar 

  5. Di Natale, A.F., Repetto, C., Riva, G., Villani, D.: Immersive virtual reality in K-12 and higher education: a 10-year systematic review of empirical research. Br. J. Edu. Technol. 51, 2006–2033 (2020)

    Article  Google Scholar 

  6. Bodzin, A., Junior, R.A., Hammond, T., Anastasio, D.: An immersive virtual reality game designed to promote learning engagement and flow. In: 2020 6th International Conference of the Immersive Learning Research Network (iLRN), pp. 193–198. IEEE (2020)

    Google Scholar 

  7. Gupta, S., Tanenbaum, T.J., Muralikumar, M.D., Marathe, A.S.: Investigating roleplaying and identity transformation in a virtual reality narrative experience. In: Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, pp. 1–13 (2020)

    Google Scholar 

  8. Trujillo, G., Tanner, K.D.: Considering the role of affect in learning: monitoring students’ self-efficacy, sense of belonging, and science identity. CBE—Life Sci. Educ. 13(1), 6–15 (2014). https://doi.org/10.1187/cbe.13-12-0241

    Article  Google Scholar 

  9. Kolodner, J.L., Said, T., Wright, K., Pallant, A.: Drawn into science through authentic virtual practice. In: Proceedings of the 2017 Conference on Interaction Design and Children, pp. 385–391 (2017)

    Google Scholar 

  10. Beier, M.E., Miller, L.M., Wang, S.: Science games and the development of scientific possible selves. Cult. Sci. Edu. 7, 963–978 (2012)

    Article  Google Scholar 

  11. Foster, A., et al.: Virtual learning environments for promoting self transformation: iterative design and implementation of Philadelphia land science. In: Beck, D., et al. (eds.) iLRN 2018. CCIS, vol. 840, pp. 3–22. Springer, Cham (2018). https://doi.org/10.1007/978-3-319-93596-6_1

    Chapter  Google Scholar 

  12. Barany, A., Foster, A., Shah, M.: Design-based research iterations of a virtual learning environment for identity exploration. In: 2020 6th International Conference of the Immersive Learning Research Network (iLRN), pp. 101–108. IEEE (2020)

    Google Scholar 

  13. Hu-Au, E., Lee, J.J.: Virtual reality in education: a tool for learning in the experience age. Int. J. Innov. Educ. 4, 215–226 (2017)

    Article  Google Scholar 

  14. Dalgarno, B., Lee, M.J.: What are the learning affordances of 3-D virtual environments? Br. J. Edu. Technol. 41, 10–32 (2010)

    Article  Google Scholar 

  15. Metcalf, S.J., Kamarainen, A.M., Torres, E., Grotzer, T.A., Dede, C.: EcoMUVE: a case study on the affordances of MUVEs in ecosystem science education. In: Qian, Y. (ed.) Integrating Multi-User Virtual Environments in Modern Classrooms:, pp. 1–25. IGI Global (2018). https://doi.org/10.4018/978-1-5225-3719-9.ch001

    Chapter  Google Scholar 

  16. Chen, J.A., Dede, C.: Youth STEM Motivation: Immersive Technologies to Engage and Empower Underrepresented Students (2011)

    Google Scholar 

  17. Chen, J.A., Metcalf, S.J., Tutwiler, M.S.: Motivation and beliefs about the nature of scientific knowledge within an immersive virtual ecosystems environment. Contemp. Educ. Psychol. 39, 112–123 (2014)

    Article  Google Scholar 

  18. Portnoy, L., Schrier, K.: Using games to support STEM curiosity, identity, and self-efficacy. J. Games Self Soc. 1, 66–96 (2019)

    Google Scholar 

  19. Lu, Y.-L., Lien, C.-J.: Are they learning or playing? Students’ perception traits and their learning self-efficacy in a game-based learning environment. J. Educ. Comput. Res. 57, 1879–1909 (2020)

    Article  Google Scholar 

  20. Reilly, J.M., McGivney, E., Dede, C., Grotzer, T.: Assessing science identity exploration in immersive virtual environments: a mixed methods approach. J. Exp. Educ. 89, 468–489 (2021)

    Article  Google Scholar 

  21. Raph, K.: A theory of fun for game design (2005)

    Google Scholar 

  22. Gee, J.P.: What Video Games Have to Teach Us about Learning and Literacy: Revised and Updated Edition. Palgrave Macmillan (2007)

    Google Scholar 

  23. Roth, W.-M.: STEM and affect in adolescence: A cultural-historical approach. In: Jorgensen, R., Larkin, K. (eds.) STEM Education in the Junior Secondary, pp. 15–36. Springer Singapore, Singapore (2018). https://doi.org/10.1007/978-981-10-5448-8_3

    Chapter  Google Scholar 

  24. Ryan, R.M., Deci, E.L.: Intrinsic and extrinsic motivations: classic definitions and new directions. Contemp. Educ. Psychol. 25, 54–67 (2000)

    Article  Google Scholar 

  25. Metcalf, S.J., et al.: Transitions in student motivation during a MUVE-based ecosystem science curriculum: an evaluation of the novelty effect. In: Becnel, K. (ed.) Emerging Technologies in Virtual Learning Environments:, pp. 96–115. IGI Global (2019). https://doi.org/10.4018/978-1-5225-7987-8.ch005

    Chapter  Google Scholar 

  26. Ketelhut, D.J., Clarke, J., Nelson, B.C.: The development of River City, a multi-user virtual environment-based scientific inquiry curriculum: historical and design evolutions. In: Jacobson, M.J., Reimann, P. (eds.) Designs for Learning Environments of the Future, pp. 89–110. Springer US, Boston, MA (2010). https://doi.org/10.1007/978-0-387-88279-6_4

    Chapter  Google Scholar 

  27. Rosenheck, L.: Designing for Collaborative Play: Why Games Need MUVEs and MUVEs Need Games. In: Qian, Y. (ed.) Integrating Multi-User Virtual Environments in Modern Classrooms, pp. 26–49. IGI Global (2018). https://doi.org/10.4018/978-1-5225-3719-9.ch002

    Chapter  Google Scholar 

  28. Gagnon, D.J., et al.: Exploring players’ experience of humor and snark in a grade 3–6 history practices game. arXiv preprint arXiv:2210.09906 (2022)

  29. Lombard, M., Bolmarcich, T., Weinstein, L.: Measuring Presence: The Temple Presence Inventory (2009)

    Google Scholar 

Download references

Acknowledgments

This material is based upon work supported by the National Science Foundation under grants DRL-1907384, DRL-1907398, and DRL-1907437. Any opinions, findings and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Shari J. Metcalf .

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2024 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Metcalf, S.J., Gagnon, D., Slater, S. (2024). Shifts in Student Attitudes and Beliefs About Science Through Extended Play in an Immersive Science Game. In: Bourguet, ML., Krüger, J.M., Pedrosa, D., Dengel, A., Peña-Rios, A., Richter, J. (eds) Immersive Learning Research Network. iLRN 2023. Communications in Computer and Information Science, vol 1904. Springer, Cham. https://doi.org/10.1007/978-3-031-47328-9_25

Download citation

  • DOI: https://doi.org/10.1007/978-3-031-47328-9_25

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-47327-2

  • Online ISBN: 978-3-031-47328-9

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics