Can an immersive virtual reality simulation increase students’ interest and career aspirations in science?

Research output: Contribution to journal › Journal article › Research › peer-review

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Can an immersive virtual reality simulation increase students’ interest and career aspirations in science? / Makransky, Guido; Petersen, Gustav B.; Klingenberg, Sara.

In: British Journal of Educational Technology, Vol. 51, No. 6, 01.11.2020, p. 2079-2097.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Makransky, G, Petersen, GB & Klingenberg, S 2020, 'Can an immersive virtual reality simulation increase students’ interest and career aspirations in science?', British Journal of Educational Technology, vol. 51, no. 6, pp. 2079-2097. https://doi.org/10.1111/bjet.12954

APA

Makransky, G., Petersen, G. B., & Klingenberg, S. (2020). Can an immersive virtual reality simulation increase students’ interest and career aspirations in science? British Journal of Educational Technology, 51(6), 2079-2097. https://doi.org/10.1111/bjet.12954

Vancouver

Makransky G, Petersen GB, Klingenberg S. Can an immersive virtual reality simulation increase students’ interest and career aspirations in science? British Journal of Educational Technology. 2020 Nov 1;51(6):2079-2097. https://doi.org/10.1111/bjet.12954

Author

Makransky, Guido ; Petersen, Gustav B. ; Klingenberg, Sara. / Can an immersive virtual reality simulation increase students’ interest and career aspirations in science?. In: British Journal of Educational Technology. 2020 ; Vol. 51, No. 6. pp. 2079-2097.

Bibtex

@article{a3c0c1fb897b4ff4bcb2eed6dfd91660,
title = "Can an immersive virtual reality simulation increase students{\textquoteright} interest and career aspirations in science?",
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.",
author = "Guido Makransky and Petersen, {Gustav B.} and Sara Klingenberg",
year = "2020",
month = nov,
day = "1",
doi = "10.1111/bjet.12954",
language = "English",
volume = "51",
pages = "2079--2097",
journal = "British Journal of Educational Technology",
issn = "0007-1013",
publisher = "Wiley-Blackwell",
number = "6",

}

RIS

TY - JOUR

T1 - Can an immersive virtual reality simulation increase students’ interest and career aspirations in science?

AU - Makransky, Guido

AU - Petersen, Gustav B.

AU - Klingenberg, Sara

PY - 2020/11/1

Y1 - 2020/11/1

N2 - 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.

AB - 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.

U2 - 10.1111/bjet.12954

DO - 10.1111/bjet.12954

M3 - Journal article

AN - SCOPUS:85084480571

VL - 51

SP - 2079

EP - 2097

JO - British Journal of Educational Technology

JF - British Journal of Educational Technology

SN - 0007-1013

IS - 6

ER -

ID: 251018165