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

Authors

  • Shari J. Metcalf Graduate School of Education, Harvard University, Cambridge MA 02138, USA
  • David Gagnon School of Education, University of Wisconsin-Madison, Madison, USA
  • Stefan Slater Graduate School of Education, University of Pennsylvania, Philadelphia, USA

Keywords:

Game, Ecosystem, Science, Identity, Self-Efficacy

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.

Published

2023-06-17

How to Cite

Metcalf, S. J., Gagnon, D., & Slater, S. (2023). Shifts in Student Attitudes and Beliefs about Science Through Extended Play in an Immersive Science Game. Immersive Learning Research - Academic, 1(1), 323–335. Retrieved from https://publications.immersivelrn.org/index.php/academic/article/view/159

Issue

2023 9th International Conference of the Immersive Learning Research Network (iLRN) - Full and Short papers

Section

Conference Proceeedings

Categories

License

Copyright (c) 2023 The Immersive Learning Reseach Network

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Copyright ©2023 by the Immersive Learning Research Network. All rights reserved.

Copyright and Reprint Permission

Abstracting is permitted with credit to the source. This work is published under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 International License (CC BY-NC-SA 4.0) 

The terms are defined at https://creativecommons.org/licenses/by-nc-sa/4.0/

The papers in this book comprise the proceedings of the meeting mentioned on the cover and title page. They reflect the authors' opinions and, in the interests of timely dissemination, are published as presented and without change. Their inclusion in this publication does not necessarily constitute endorsement by the editors or the Immersive Learning Research Network.

Immersive Learning Research Network

E-mail: publications@immersivelrn.org