Virtual reality escape rooms for STEM education in industry 4.0 : Greek teachers perspectives

Science, Technology, Engineering and Mathematics (STEM) skills comprise a crucial meta-discipline for success in the 21 st century. Education in the industry 4.0 era can be enhanced by adopting Virtual (VR), Mixed (MR), and Augmented (AR). VR can support creative student-centered teaching and learni...

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Κύριοι συγγραφείς: Mystakidis, Stylianos, Papantzikos, George, Stylios, Chrysostomos
Άλλοι συγγραφείς: Μυστακίδης, Στυλιανός
Γλώσσα:English
Έκδοση: IEEE 2022
Θέματα:
Διαθέσιμο Online:https://hdl.handle.net/10889/23970
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spelling nemertes-10889-239702022-11-16T04:34:14Z Virtual reality escape rooms for STEM education in industry 4.0 : Greek teachers perspectives Mystakidis, Stylianos Papantzikos, George Stylios, Chrysostomos Μυστακίδης, Στυλιανός Virtual reality STEM education Escape rooms E-learning Distance education Serious games Online education Industry 4.0 Εικονική πραγματικότητα Εκπαίδευση με μεθοδολογία STEM Τεχνολογίες της Πληροφορικής και των Επικοινωνιών (ΤΠΕ) Εκπαίδευση Παιχνίδια απόδρασης Δωμάτια διαφυγής Παιχνίδια σοβαρού σκοπού Παιγνιώδης μάθηση Εκπαίδευση STEM 4η Βιομηχανική επανάσταση Science, Technology, Engineering and Mathematics (STEM) skills comprise a crucial meta-discipline for success in the 21 st century. Education in the industry 4.0 era can be enhanced by adopting Virtual (VR), Mixed (MR), and Augmented (AR). VR can support creative student-centered teaching and learning methods in STEM, such as playful learning, gameful learning (gamification), and serious games. Serious escape rooms are digital interactive, live adventure breakout games with a pedagogical rationale. This paper examines the perceptions of K-12 school education teachers towards digital educational escape rooms for STEM education in VR environments. Twenty-eight Greek teachers responded to a questionnaire after having experienced a cost-effective science-themed digital escape room. Results indicate that teachers reacted positively to the VR escape room, appreciating its value for learning. Moreover, they are eager to engage in professional development activities and embrace gameful learning methods. 2022-11-15T09:49:14Z 2022-11-15T09:49:14Z 2021-10-18 10.1109/SEEDA-CECNSM53056.2021.9566265 https://hdl.handle.net/10889/23970 en Attribution-NonCommercial-NoDerivs 3.0 United States http://creativecommons.org/licenses/by-nc-nd/3.0/us/ application/pdf IEEE
institution UPatras
collection Nemertes
language English
topic Virtual reality
STEM education
Escape rooms
E-learning
Distance education
Serious games
Online education
Industry 4.0
Εικονική πραγματικότητα
Εκπαίδευση με μεθοδολογία STEM
Τεχνολογίες της Πληροφορικής και των Επικοινωνιών (ΤΠΕ)
Εκπαίδευση
Παιχνίδια απόδρασης
Δωμάτια διαφυγής
Παιχνίδια σοβαρού σκοπού
Παιγνιώδης μάθηση
Εκπαίδευση STEM
4η Βιομηχανική επανάσταση
spellingShingle Virtual reality
STEM education
Escape rooms
E-learning
Distance education
Serious games
Online education
Industry 4.0
Εικονική πραγματικότητα
Εκπαίδευση με μεθοδολογία STEM
Τεχνολογίες της Πληροφορικής και των Επικοινωνιών (ΤΠΕ)
Εκπαίδευση
Παιχνίδια απόδρασης
Δωμάτια διαφυγής
Παιχνίδια σοβαρού σκοπού
Παιγνιώδης μάθηση
Εκπαίδευση STEM
4η Βιομηχανική επανάσταση
Mystakidis, Stylianos
Papantzikos, George
Stylios, Chrysostomos
Virtual reality escape rooms for STEM education in industry 4.0 : Greek teachers perspectives
description Science, Technology, Engineering and Mathematics (STEM) skills comprise a crucial meta-discipline for success in the 21 st century. Education in the industry 4.0 era can be enhanced by adopting Virtual (VR), Mixed (MR), and Augmented (AR). VR can support creative student-centered teaching and learning methods in STEM, such as playful learning, gameful learning (gamification), and serious games. Serious escape rooms are digital interactive, live adventure breakout games with a pedagogical rationale. This paper examines the perceptions of K-12 school education teachers towards digital educational escape rooms for STEM education in VR environments. Twenty-eight Greek teachers responded to a questionnaire after having experienced a cost-effective science-themed digital escape room. Results indicate that teachers reacted positively to the VR escape room, appreciating its value for learning. Moreover, they are eager to engage in professional development activities and embrace gameful learning methods.
author2 Μυστακίδης, Στυλιανός
author_facet Μυστακίδης, Στυλιανός
Mystakidis, Stylianos
Papantzikos, George
Stylios, Chrysostomos
author Mystakidis, Stylianos
Papantzikos, George
Stylios, Chrysostomos
author_sort Mystakidis, Stylianos
title Virtual reality escape rooms for STEM education in industry 4.0 : Greek teachers perspectives
title_short Virtual reality escape rooms for STEM education in industry 4.0 : Greek teachers perspectives
title_full Virtual reality escape rooms for STEM education in industry 4.0 : Greek teachers perspectives
title_fullStr Virtual reality escape rooms for STEM education in industry 4.0 : Greek teachers perspectives
title_full_unstemmed Virtual reality escape rooms for STEM education in industry 4.0 : Greek teachers perspectives
title_sort virtual reality escape rooms for stem education in industry 4.0 : greek teachers perspectives
publisher IEEE
publishDate 2022
url https://hdl.handle.net/10889/23970
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AT papantzikosgeorge virtualrealityescaperoomsforstemeducationinindustry40greekteachersperspectives
AT stylioschrysostomos virtualrealityescaperoomsforstemeducationinindustry40greekteachersperspectives
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