Incorporating Language Scaffolds and Virtual Reality in a Game-Based Science Learning Curriculum

• In Event: Instructional Technology SIG Poster Session 2: Instructional Technology in Higher Education and Corporate Settings

Abstract

Game-based learning (GBL) has shown to be an effective factor in increasing student’s achievement. While GBL has been investigated, few studies exist using immersive virtual reality (VR) headsets in conjunction with GBL, particularly in middle school science. Previous research has found students often struggle in overcoming language barriers. This study embedded language scaffolding in the GBL game to improve middle schooler’s science learning. The GBL was administered on two different modes, immersive VR headsets and a desktop VR version. Results of the study showed students increased their overall scores in targeted science knowledge at a significant level. Students of lower ability and used the VR headset reported a significantly higher learning gain as compared to students using the desktop VR.

Authors

• Ai-Chu Elisha Ding, Ball State University

• Kuo-Ting Tim Huang, Ball State University

• Jessica W DuBois, Ball State University