NanoCity: An Immersive Game to Transform Student Perceptions of Science
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 wi...
| Main Authors: | , , |
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| Format: | Book Chapter |
| Published: |
Springer International Publishing
2018
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| Online Access: | http://hdl.handle.net/20.500.11937/69905 |
| _version_ | 1848762163459522560 |
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| author | Murcia, Karen Paul Newhouse, C. Boston, J. |
| author_facet | Murcia, Karen Paul Newhouse, C. Boston, J. |
| author_sort | Murcia, Karen |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T10:43:12Z |
| format | Book Chapter |
| id | curtin-20.500.11937-69905 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T10:43:12Z |
| publishDate | 2018 |
| publisher | Springer International Publishing |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-699052018-08-08T04:57:22Z NanoCity: An Immersive Game to Transform Student Perceptions of Science Murcia, Karen Paul Newhouse, C. Boston, J. 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. 2018 Book Chapter http://hdl.handle.net/20.500.11937/69905 10.1007/978-3-319-73417-0 Springer International Publishing restricted |
| spellingShingle | Murcia, Karen Paul Newhouse, C. Boston, J. NanoCity: An Immersive Game to Transform Student Perceptions of Science |
| title | NanoCity: An Immersive Game to Transform Student Perceptions of Science |
| title_full | NanoCity: An Immersive Game to Transform Student Perceptions of Science |
| title_fullStr | NanoCity: An Immersive Game to Transform Student Perceptions of Science |
| title_full_unstemmed | NanoCity: An Immersive Game to Transform Student Perceptions of Science |
| title_short | NanoCity: An Immersive Game to Transform Student Perceptions of Science |
| title_sort | nanocity: an immersive game to transform student perceptions of science |
| url | http://hdl.handle.net/20.500.11937/69905 |