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Escaping the cell: virtual reality escape rooms in biology education.

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Title: Escaping the cell: virtual reality escape rooms in biology education.
Authors: Christopoulos, Athanasios, Mystakidis, Stylianos, Cachafeiro, Enrique, Laakso, Mikko-Jussi
Source: Behaviour & Information Technology. Jul-Oct2023, Vol. 42 Issue 9, p1434-1451. 18p. 1 Color Photograph, 1 Diagram, 10 Charts, 2 Graphs.
Subjects: Experimental design, Statistics, Kruskal-Wallis Test, Virtual reality, Mann Whitney U Test, Biology, Descriptive statistics, Data analysis software, Data analysis
Abstract: Individuals' conceptual knowledge of contemporary biological issues influences ethical attitudes and life decisions around health, as evidenced by the recent worldwide debate on vaccinations. The reasons for which the public opinion is so critically divided can be partially explained from the didactic approaches used in biology education. In view of the rapid evolution of Virtual Reality (VR) as well as the increasing interest that youths have shown toward Escape Rooms (ER), an unexplored research and development avenue is identified. In this experimental study, we present the design and development steps as well as the evaluation of a VRER dedicated to biology education. For comparison purposes, an educational instructional video utilising the storytelling technique was also prepared. Both approaches were examined in the upper secondary education context with participants (N = 50) emerging from the Applied Sciences academic path. The key-findings suggest that the active learning approach leads to increased knowledge acquisition, in the short term, as opposed to the passive learning approach but no significant differences were identified in the long term (knowledge retention) across the methods. Based on the instructional decisions made and the key-findings emerged we provide implications and guidelines for the design, development, and integration of VRER in education. [ABSTRACT FROM AUTHOR]
Copyright of Behaviour & Information Technology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Escaping the cell: virtual reality escape rooms in biology education.
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  Data: <searchLink fieldCode="AR" term="%22Christopoulos%2C+Athanasios%22">Christopoulos, Athanasios</searchLink><br /><searchLink fieldCode="AR" term="%22Mystakidis%2C+Stylianos%22">Mystakidis, Stylianos</searchLink><br /><searchLink fieldCode="AR" term="%22Cachafeiro%2C+Enrique%22">Cachafeiro, Enrique</searchLink><br /><searchLink fieldCode="AR" term="%22Laakso%2C+Mikko-Jussi%22">Laakso, Mikko-Jussi</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Behaviour+%26+Information+Technology%22">Behaviour & Information Technology</searchLink>. Jul-Oct2023, Vol. 42 Issue 9, p1434-1451. 18p. 1 Color Photograph, 1 Diagram, 10 Charts, 2 Graphs.
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  Data: Individuals' conceptual knowledge of contemporary biological issues influences ethical attitudes and life decisions around health, as evidenced by the recent worldwide debate on vaccinations. The reasons for which the public opinion is so critically divided can be partially explained from the didactic approaches used in biology education. In view of the rapid evolution of Virtual Reality (VR) as well as the increasing interest that youths have shown toward Escape Rooms (ER), an unexplored research and development avenue is identified. In this experimental study, we present the design and development steps as well as the evaluation of a VRER dedicated to biology education. For comparison purposes, an educational instructional video utilising the storytelling technique was also prepared. Both approaches were examined in the upper secondary education context with participants (N = 50) emerging from the Applied Sciences academic path. The key-findings suggest that the active learning approach leads to increased knowledge acquisition, in the short term, as opposed to the passive learning approach but no significant differences were identified in the long term (knowledge retention) across the methods. Based on the instructional decisions made and the key-findings emerged we provide implications and guidelines for the design, development, and integration of VRER in education. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Behaviour & Information Technology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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        Value: 10.1080/0144929X.2022.2079560
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        Text: English
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      – TitleFull: Escaping the cell: virtual reality escape rooms in biology education.
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              M: 07
              Text: Jul-Oct2023
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              Y: 2023
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