Shifts in Student Attitudes and Beliefs about Science Through Extended Play in an Immersive Science Game
Keywords:
Game, Ecosystem, Science, Identity, Self-EfficacyAbstract
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.
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