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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2022
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Διαθέσιμο Online: | https://hdl.handle.net/10889/23970 |
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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 |
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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 |
work_keys_str_mv |
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