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    NanoCity: An Immersive Game to Transform Student Perceptions of Science

    Access Status
    Fulltext not available
    Authors
    Murcia, Karen
    Paul Newhouse, C.
    Boston, J.
    Date
    2018
    Type
    Book Chapter
    
    Metadata
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    Citation
    Murcia, K. and Paul Newhouse, C. and Boston, J. 2018. NanoCity: An Immersive Game to Transform Student Perceptions of Science. In Digital Technologies: Sustainable Innovations for Improving Teaching and Learning, 259-276. Switzerland: Springer International Publishing.
    Source Title
    Digital Technologies: Sustainable Innovations for Improving Teaching and Learning
    DOI
    10.1007/978-3-319-73417-0
    ISBN
    978-3-319-73416-3
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/69905
    Collection
    • Curtin Research Publications
    Abstract

    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.

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