Examining Middle School Students' Creativity and Perceived Learning Through Immersive Virtual Reality–Based Learning in STEAM Lessons

• In Event: Games and Virtual Simulations for Teaching and Learning

Abstract

Fostering creativity for middle school students is considerable, since their cognitive ability and reorganization continue toward more complex, integrated processes and skills. However, foresting creativity in a traditional classroom can be challenging with many constraints. Flow state plays an important role in the creative process since it reveals an individual’s state of mind when doing an activity. Immersive virtual reality (IVR) with HMDs has affordances that may stimulate idea generation and skills transfer. This study examined examine middle school students’ creativity performance, flow experience and perceived learning through immersive virtual reality-based learning in STEAM lessons. The results indicated IVR-based instruction positively affected students’ creativity, flow experience and perceived learning in various aspects, but still remained some challenges.

Authors

• Yang Liu, Syracuse University
  Presenting Author

• Ruixue Liu, Northwest Normal University
  Non-Presenting Author

• Jing Lei, Syracuse University
  Non-Presenting Author