Investigating an Immersive Virtual Nanoscience Simulation for Learning: Students’ Interaction, Understanding, and Attitudes and System Usability

• In Event: Roundtable Session 17
  In Roundtable Session: Situated Learning and Science Research in Immersive Learning Environments

Abstract

Rapid nanoscientific development in a myriad of applied fields compels educational structures to develop curricular nanoknowledge for a future citizenry capable of contributing skills to a nano-workforce and in acquiring a nano-literacy. This study investigated ten Swedish upper-secondary students’ interactions with a virtual reality nanoworld and sought to illuminate:1) how students link to and support their understanding of prior science knowledge, 2) students’ attitudes towards the benefits and risks of nanotechnology, and 3) the usability of the system. Analyzed videotaped and written data elicited cognitive mechanisms underlying interaction with the virtual reality environment for promoting understanding, the influence of the interactive experience on students’ attitudes to nano-phenomena, and system features that could be applied in real science classrooms.

Authors

• Jennifer Flint, Linköping University

• Konrad Schönborn, Linköping University

• Gunnar Höst, Linköping University

• Karljohan Lundin Palmerius, Linköping University