Can an Immersive Virtual Reality Simulation Increase Students' Interest and Career Aspirations in Science?

Autor/inn/en	Makransky, Guido; Petersen, Gustav B.; Klingenberg, Sara
Titel	Can an Immersive Virtual Reality Simulation Increase Students' Interest and Career Aspirations in Science?
Quelle	In: British Journal of Educational Technology, 51 (2020) 6, S.2079-2097 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Makransky, Guido) ORCID (Petersen, Gustav B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12954
Schlagwörter	Computer Simulation; Technology Integration; Science Interests; Science Careers; Science Instruction; Science Laboratories; Grade 7; Grade 8; Middle School Students; Self Efficacy + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Self-efficacy; Selbstwirksamkeit
Abstract	Science-related competencies are demanded in many fields, but attracting more students to scientific educations remains a challenge. This paper uses two studies to investigate the value of using Immersive Virtual Reality (IVR) laboratory simulations in science education. In Study 1, 99 (52 male, 47 female) seventh (49) and eighth (50) grade students between 13 and 16 years of age used an IVR laboratory safety simulation with a pre- to posttest design. Results indicated an overall increase in interest in science and self-efficacy, but only females reported an increase in science career aspirations. Study 2 was conducted with 131 (47 male, 84 female) second (77) and third (54) year high school students aged 17 to 20 and used an experimental design to compare the value of using an IVR simulation or a video of the simulation on the topic of DNA-analysis. The IVR group reported significantly higher gains from pre- to posttest on interest, and social-outcome expectations than the video group. Furthermore, both groups had significant gains in self-efficacy and physical outcome expectations, but the increase in career aspirations and self-outcome expectations did not reach statistical significance. Thus, results from the two studies suggest that appropriately developed and implemented IVR simulations can address some of the challenges currently facing science education. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01