A Gamification Experience and Virtual Reality in Teaching Astronomy in Basic Education

Bedregal-Alpaca, Norka; Sharhorodska, Olha; Jiménez-Gonzáles, Luis; Arce-Apaza, Robert

doi:10.14569/ijacsa.2020.0110566

Cited by 7 publications

(3 citation statements)

References 9 publications

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“…Particularly, the vast majority of respondents (86% in total) use innovative technologies in teaching astronomy at least once a week. These figures correlate with those of other researchers (Bedregal-Alpaca et al, 2020;Herwig et al, 2018). In general, it can be argued that the interest in using virtual platforms as innovative teaching tools will be further developed and obviously continued after the COVID-19 pandemic.…”

Section: Graphic Taskssupporting

confidence: 80%

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The role of virtual platforms in modern astronomy education: analysis of innovative approaches

2023

FeD

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The purpose of the article was to study the role of virtual platforms in modern astronomy teaching by identifying and using innovative approaches as well as conducting an empirical study on this topic. To achieve this goal, the scientific methods of descriptive statistics and comparative analysis were used. Subsequently, qualitative interviews were transcribed, and the thematic analysis was used in order to identify recurring themes and patterns in the data. At the same time, a content analysis of the professional literature (41 items) on the integration of virtual platforms into the educational process (including the use of its achievements for teaching astronomy) was carried out. The results showed that the use of virtual platforms in the process of teaching astronomy is one of the promising innovative technological trends that requires further study. The study found that almost all the surveyed specialists used digital tools in their teaching and learning process at least once a week, which is in line with international standards. The interest in the latest technologies, such as artificial intelligence, indicates the relevance of global trends in education in Ukraine, especially in the context of astronomy. In this regard, it is important considering the issues of corporate ethics, the introduction of new approaches to the organisation of the educational process, structural and managerial changes, and pedagogical strategies aimed at adapting to new realities. The scientific novelty of the paper is the use of empirical data to determine the role of virtual platforms in teaching astronomy in Ukraine. The conclusions indicated that these innovative approaches contribute to the improvement of the level of astronomy understanding and to the increase of students' interest in learning about the universe. They allow creating more dynamic and interactive lessons for the learning process.

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Section: Graphic Taskssupporting

confidence: 80%

“…Developing game environments or virtual tasks (Bedregal-Alpaca et al, 2020) that allow students learning astronomy by solving puzzles, problems, and simulations.…”

Section: Astronomy Games and Virtual Tasksmentioning

confidence: 99%

The role of virtual platforms in modern astronomy education: analysis of innovative approaches

2023

FeD

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“…To avoid motion sickness, a mat on the floor was used with a fan in the vicinity to create airflow so participants could detect directions (ThrillSeeker, 2020), as shown in Figure 1. It was also necessary to reduce the time spent using the virtual helmet due to the dizziness experienced by students, especially for the experiment involving Cardboard (Bedregal-Alpaca et al, 2020). In this experiment, participants experience 12 minutes for 360-degree VR and approximately 12 -15 minutes for graphics-based VR.…”

Section: Structural Equation Modeling (Sem) Wasmentioning

confidence: 99%

Investigating the Factors that Influence the Implementation of Virtual Reality in Science Learning

Sumardani,

Lin

2024

JPII

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Advanced virtual reality (VR) holds substantial promise in education and can be seamlessly integrated into classroom instruction, fostering rapid advancements in science education. This research aims to investigate the factors that influence the implementation of VR and the correlation between the technology acceptance model that can lead to its integration in the science educational setting. To address these objectives, structural equation modeling (SEM) is conducted to represent a hypothesis about the causal relationships among factors influencing preservice teachers to implement VR in the classroom, following their engagement in simulated science explorations related to the concept of weightlessness. The results reveal that the proposed model has strong explanatory power in predicting the intention to use VR in the classroom (R2=64.7%). This intention is influenced by perceived usefulness, perceived enjoyment, and the absence of cybersickness. Notably, our findings also indicate that Usage Attitude (UA), which pertains to participants’ positive or negative response towards technological usage, does not mediate the relationship between beliefs (PU, PEU, and PE) and Behavioral Intention (IU), prompting further exploration of the concepts of cognitive and affective attitude. Additionally, the findings from the preservice teachers’ responses support the notion that VR is valuable in educational contexts, enabling immersive experiences, authentic learning, and enhancing the learning journey, along with the concept of learning by doing.

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Virtual reality and gamification in education: a systematic review

Lampropoulos,

Kinshuk

2024

Education Tech Research Dev

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This study aims to analyze the use of virtual reality and gamification in education by examining the existing literature. In addition to virtual reality, this study focuses on gamified virtual reality learning environments which refer to virtual reality learning environments that integrate gamification elements and mechanisms. Based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, a systematic literature review was carried out. No limitations were set regarding educational level, type of study, subject, and publication year. The related articles were retrieved from 5 databases (ERIC, Google Scholar, IEEE, SCOPUS, and Web of Science). A total of 112 articles were included, 16 research questions were explored, and a thematic analysis was conducted. To evaluate the quality of the articles included, the Mixed Methods Appraisal Tool (MMAT) was used. According to the findings, gamification and virtual reality support several pedagogical theories and approaches. Their adoption to and integration into education can enrich and transform traditional teaching and learning and were assessed positively by students and teachers. Gamification elements significantly affected students’ achievements. In comparison to traditional learning environments, gamified virtual reality learning environments were more motivating, engaging, and interactive and offered more opportunities for personalized and collaborative learning. Through the realistic and interactive experiences offered, students’ immersion and social presence can be enhanced, knowledge acquisition can be improved, and material comprehension can be facilitated. Positive changes in student attitude, behavior, and mentality as well as improved cognitive, physical, and social–emotional development were observed. When using learning environments that integrate both virtual reality and gamification, students’ learning outcomes, motivation, engagement, and self-efficacy were increased. Additionally, students’ academic performance, active involvement, and satisfaction were improved. Students’ curiosity, imagination, focus, and interest were enhanced and their skills and competences were developed. Finally, gamified virtual reality emerged as an effective educational tool that can improve learning at all educational levels, subjects, and contexts.

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A Gamification Experience and Virtual Reality in Teaching Astronomy in Basic Education

Cited by 7 publications

References 9 publications

The role of virtual platforms in modern astronomy education: analysis of innovative approaches

The role of virtual platforms in modern astronomy education: analysis of innovative approaches

Investigating the Factors that Influence the Implementation of Virtual Reality in Science Learning

Virtual reality and gamification in education: a systematic review

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