Escape the Lab: Chemical Experiments in Virtual Reality

Janonis, Airidas; Kiudys, Eligijus; Girdžiūna, Martynas; Blažauskas, Tomas; Paulauskas, L.; Andrejevas, Aleksandras

doi:10.1007/978-3-030-59506-7_22

Cited by 13 publications

(10 citation statements)

References 6 publications

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“…Janonis et al took a step further and organized realistic experiments in an immersive VR environment. Students had to perform chemical experiments accurately to acquire the code to break out of the laboratory [38].…”

Section: Virtual Realitymentioning

confidence: 99%

Teacher Perceptions on Virtual Reality Escape Rooms for STEM Education

Mystakidis

Christopoulos

2022

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Science, technology, engineering, and mathematics (STEM) is a meta-discipline employing active, problem-centric approaches such as game-based learning. STEM competencies are an essential part of the educational response to the transformations caused by the fourth industrial revolution, spearheaded by the convergence of multiple exponential technologies. Teachers’ attitude is a critical success factor for any technology-enhanced learning innovation. This study explored in-service teachers’ views on the use of a digital educational escape room in virtual reality. Forty-one (n = 41) K-12 educators participated in a mixed research study involving a validated survey questionnaire instrument and an online debriefing session in the context of a teacher training program. The key findings revealed that such alternative instructional solutions can potentially enhance the cognitive benefits and learning outcomes, but further highlighted the shortcomings that instructional designers should consider while integrating them in contexts different than the intended. In line with this effort, more systematic professional development actions are recommended to encourage the development of additional teacher-led interventions.

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Section: Virtual Realitymentioning

confidence: 99%

Teacher Perceptions on Virtual Reality Escape Rooms for STEM Education

Mystakidis

Christopoulos

2022

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“…The Escape Rooms have usually been carried out in a physical way, that is, the students had to solve a series of challenges to be able to leave a room but during the de-escalation period this option was not feasible, therefore, they had to implement it in a virtual or digital way. Although there are Escape rooms implemented using Virtual Reality as in [49], and [50], in the present case it was not viable because the students who were not present in the classroom did not have access to the Virtual Reality tools. We finally decided to implement a digital escape room.…”

Section: Methodsmentioning

confidence: 94%

Escape Room Dual Mode Approach to Teach Maths during the COVID-19 Era

Rosillo

Sánchez

2021

Mathematics

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The COVID-19 pandemic and its social implications generate adverse psychological effects that affect success in education where educational methodologies are not ready to overcome the problem. This article presents the design and evaluation of a gamification activity, the Escape Room, applied to the subjects in Pharmacy and Nursing. The objective of using the Escape Room is to reduce the impact that COVID-19 has on students’ academic performance due to the psychological effects and the change in educational modality with which the vast majority of activities are carried out online. The Escape Room presented in this article is based on the search for a scientist who is fleeing with the COVID-19 vaccine around the world and the students have to find it by passing tests and missions related to mathematics. Due to the COVID measures imposed by the university, where double presentiality was imposed, the proposed Escape Room has the peculiarity of being designed in dual format, that is, allowing students to connect in face-to-face mode, online, or a mixture of both, depending on the maximum capacity of the classroom, the number of positive cases in the group, quarantines, etc. As a result, a great impact is shown on the initial perception of students towards mathematics and a null impact of the COVID-19 effect on the academic performance of students.

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“…Indeed, educators and students often describe XR experiences, with their immersion and sense of presence, as a powerful way to deliver engagement, learning and positive social change (e.g., Hu-Au and Lee, 2017;Radianti et al, 2020). As examples, recent projects have targeted various opportunities including: safe spaces for therapy (Rizzotto, 2018); realistic simulations for training; situated learning contexts for language learning (Lau and Lee, 2015;Rubio-Tamayo et al, 2017); stories that invite empathy (Herrera et al, 2018;Rueda and Lara, 2020) or offer a lens into racism (Cogburn et al, 2018;Peña et al, 2021); and personally relevant hands-on experiences with science (Janonis et al, 2020). Many of these kinds of opportunities support student self-identity and attempt to broaden possible selves (Markus and Nurius, 1986) and ultimately provide new pathways to success and opportunity in science, technology, engineering, art and mathematics (STEAM) and other fields.…”

Section: Introductionmentioning

confidence: 99%

E3XR: An Analytical Framework for Ethical, Educational and Eudaimonic XR Design

Lee

Hu-Au

2021

Front. Virtual Real.

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A rapidly growing number of educators and students now embrace XR as a powerful technology with affordances that can support many benefits, including highly immersive learning experiences, empathy and perspectives on social issues; XR can be designed in ways that can provide new pathways to success and opportunity. Yet the mirror image is also true -- XR can be designed in ways that lead to increased risk, perpetuation of inequities and other harmful impacts to individuals and society. We need ways to analyze XR in terms of ethical aspects, educational efficacy and whether it supports or hinders human flourishing (i.e., eudaimonia). In this paper, we discuss XR as a double-edged sword that can be leveraged for positive or negative outcomes, whether intentionally or unintentionally; that is, we highlight various opportunities and benefits at hand, but also risks and possible negative impacts. We introduce E3XR, a framework that serves as an analytical lens to determine the ethics, learning theory and human flourishing aspects of an XR design. For each component of this framework, we review relevant literature and consider the threats and opportunities that can be evaluated. Finally, we conclude with a discussion of the significance of this work and implications for designers and educators.

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Escape the Lab: Chemical Experiments in Virtual Reality

Cited by 13 publications

References 6 publications

Teacher Perceptions on Virtual Reality Escape Rooms for STEM Education

Teacher Perceptions on Virtual Reality Escape Rooms for STEM Education

Escape Room Dual Mode Approach to Teach Maths during the COVID-19 Era

E3XR: An Analytical Framework for Ethical, Educational and Eudaimonic XR Design

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