logo.svg

menu.svg

x.svg

arrow-right-3.svg

Education got a lot more fun in recent years, with many teachers worldwide redesigning their lessons in the form of games. Termed &quot;gamification,&quot; this novel approach to teaching has had immensely positive results.

Students love the role-playing aspect of games. When applied in the classroom, gamified lessons are both educational _and_ entertaining. Because of this, the added immersion of virtual reality education has great potential to teach students even more effectively.

More than the other subjects, science education has arguably the greatest potential for gamification. Science lessons tend to be hands-on, and by turning concepts into game mechanics to be followed, students can learn them more effectively. Elements of exploration and information synthesis can easily be implemented into games, which are both vital for success in science.

In this article, we&#39;ll discuss what gamification is, how it works, what its benefits are, and how virtual reality can be used as a level up for gamified science education.
\
&nbsp;
\
&nbsp;

## What Is Gamification?
![image4.webp](/uploads/image4_8090c46917.webp)

_Gamification introduces game elements and mechanics to make non-games - like lessons at school - more enjoyable_
\
&nbsp;


Gamification can have [two meanings](https://ssec.si.edu/stemvisions-blog/5-benefits-gamification): it can refer to adopting games into everyday processes, or it can mean using game elements and mechanics to make non-games more enjoyable.

In the classroom, we&#39;re usually using the second meaning. Education is traditionally a non-game. When we [gamify education](https://www.edutopia.org/blog/gamification-in-education-vicki-davis), we introduce elements such as narrative, roles, strategy, aesthetics, and mechanics (rules of play) to make things more interesting.

Rather than being seated at a desk all day and staring blankly at a lecture at the front of the room, gamification engages students with new fervor. No longer is the math problem in front of them a challenge to solve for x - rather, it is the puzzle that must be solved to defeat the evil math wizard, Kirais. Which sounds more fun: doing homework, or going on a quest?

By gamifying subjects, [students no longer see lessons as boring or tedious](https://www.edutopia.org/blog/gamification-in-education-vicki-davis). Rather, the lesson becomes a fun, interesting narrative structure for them to engage with. This is well-adapted to the playful imagination of adolescents. It is perhaps unrealistic to expect that children should be all business in the classroom, since they love playing everywhere else.

Indeed, play has been shown to be one of the most important aspects of learning for adolescents, for both humans and other species. With the exploratory nature of games, confined within the structure of game mechanics, [young members of many species simultaneously explore the world and synthesize and discern the most important, useful information](https://www.teachthought.com/the-future-of-learning/12-examples-of-gamification-in-the-classroom/).
\
&nbsp;
\
&nbsp;


### Gamification of Science Education

Games naturally lead to combining knowledge to discern patterns. This makes games extremely useful for science education. The [Next Generation Science Standards](https://www.nextgenscience.org/) for education include teaching core ideas, scientific practices, and the ability to &quot;cross-cut&quot; knowledge across different disciplines.

Games are particularly good at teaching all three of these standards simultaneously. Games can be structured so that &quot;winning&quot; is founded on a firm understanding of core ideas, utilized through practices. And the exploratory nature of games is perfect for promoting crosscutting of scientific disciplines, as solving the next level may require using past concepts in novel ways.

[One article](https://www.frontiersin.org/articles/10.3389/fpsyg.2013.00607/full) proposes a fantastic way to think of it. Scientific literacy is characterized by content knowledge, procedural skills, and an understanding of the nature of science as exploratory and constantly evolving. Games are great at developing scientific literacy by implementing motivational scaffolds to engage students, cognitive scaffolds to develop reasoning abilities, and by promoting metacognition, forming connections between different knowledge bases.

Whether it&#39;s science or another subject, games imbue students with the vital skills to succeed in the modern world.
\
&nbsp;
\
&nbsp;


### Fundamentals of Gamification: Dynamics and Mechanics

Gamifying is more than just calling an A a &quot;master&quot; badge, and a B a &quot;journeyman.&quot; Instead, gamification requires implementing both [game dynamics and game mechanics](https://www.edutopia.org/blog/gamification-in-education-vicki-davis) into lessons.

Game dynamics are the narrative and aesthetic elements that can make a lesson feel like a game. These include a narrative, with different characters, roles, and emotions, and a progression or storyline. These elements capture the imagination - and thus, the attention - of students, and engage them emotionally. No longer is it a boring lesson on the chalkboard. Now, it&#39;s a story about a friend, or a quest to defeat evil.

Game mechanics, on the other hand, define the structure of how the game is played. These can include the game&#39;s rules, scoring, and levels. Usually, the mechanics will make up most of the &quot;lesson&quot; side of the game - students will be required to understand a concept to succeed in the game.

By combining both interesting dynamics and useful mechanics, games are uniquely positioned to teach in a more engaging way.
\
&nbsp;
\
&nbsp;


## Benefits of Gamification

![image1.webp](/uploads/image1_374b7baf8e.webp)

_Gamification helps students learn faster and more effectively - all while having fun!_

Teachers who have gamified their lessons have had great success. Not only do students reach learning objectives much faster, but they also become [eager to learn and participate in their education.](https://www.teachthought.com/the-future-of-learning/12-examples-of-gamification-in-the-classroom/)

By turning routine questions and problems into quests and adventures, students become more excited about learning new material. It is important to emphasize that almost any lesson that can be taught on a chalkboard can be taught through a game. The difference is not _what_ is taught, but rather, _how_ it is taught.

Besides this, collaborative games can foster [communication, cooperation, and in some cases, healthy competition, for students](https://www.teachthought.com/the-future-of-learning/12-examples-of-gamification-in-the-classroom/). One teacher found that using games led his students to speak three times more than usual. Students love to play, and when playing games, students feel more free to be social and active with others.

With their mechanics, games are great tools to simultaneously teach and test students. A student&#39;s score on the game is a good reflection of their understanding of the underlying principles. Because of this, games are just as useful for evaluating student performance as traditional assessments.

Last, but certainly not least, the immersive nature of games is stimulating for a student&#39;s creativity and imagination, helping them to think in new ways. This helps them develop the skill to think of the world and solve problems with unbounded novelty.
\
&nbsp;
\
&nbsp;


## Level Up: Gamifying Virtual Reality Education
![image2.webp](/uploads/image2_875882b15d.webp)

_Using virtual reality to gamify education allows students to explore and discover fascinating new worlds of information_
\
&nbsp;


Science is founded on the creativity to synthesize fundamental principles in new ways while exploring natural processes. In doing so, new information and theories are discovered.

The immersive nature of games engages students&#39; creativity, making games well-suited for science education. It also makes a particular kind of games, using virtual reality, especially effective.

There are always uncertainties in the lab, and particularly in research labs, the answer to a puzzle is not always known. Teaching students the appropriate way to approach scientific problems using data, experimentation, and reasoning, founded on content knowledge and connections between different disciplines, will give students the [ability to think scientifically and to solve problems in creative new ways](https://www.thetechedvocate.org/how-teachers-can-gamify-science/).

With interactive experiments and VR lessons, virtual reality can be used to help students see and feel like scientists. These can be used to cultivate an experimental and exploratory understanding of the world, using reasoning and trial-and-error to solve scientific puzzles.

In the real world, scientific concepts can be challenging to visualize and understand. While a student may learn how to balance a chemical reaction on paper, they rarely get to see what actually happens when they run the reaction.

In virtual reality, they do. Students can balance a combustion reaction, for example, and based on how they&#39;ve balanced it, they may observe complete or incomplete combustion of a substance in the virtual world. If the game is structured such that they want to achieve the highest efficiency of combustion, they can tweak their balancing until they reach complete combustion.

Not only do students learn how to balance the equation, but they [learn how to use data as a metric for their success](https://www.teachthought.com/the-future-of-learning/12-examples-of-gamification-in-the-classroom/). They also learn how to apply balancing principles to a variety of reactions, not just the one that they test.

With virtual reality education, students develop the three pillars of the [Next Generation Science Standards](https://www.nextgenscience.org/). They develop the core knowledge of scientific subjects, the procedural approach to scientific problems, and the ability to cross-cut their knowledge of different scientific disciplines. As with all games, students also develop these skills much faster than with traditional learning methods because they are more engaged and are having more fun along the way.
\
&nbsp;
\
&nbsp;


## Summary

Gamification has great potential to revolutionize education, particularly science education, by engaging students emotionally in their learning and by teaching them to think with purposeful reasoning.

Using virtual reality maximizes these beneficial qualities of games, and makes virtual reality education especially useful for science by developing students&#39; abilities to creatively synthesize information to solve practical problems.

With the fast expansion of games into classrooms worldwide, combined with the [technology boom for digital and remote learning observed in the past year](https://eonreality.com/self-directed-learning-initiative-pr/), it is only a matter of time before VR lessons become a mainstay of science education.
\
&nbsp;
\
&nbsp;


### Sources &amp; Further Reading:

[https://ssec.si.edu/stemvisions-blog/5-benefits-gamification](https://ssec.si.edu/stemvisions-blog/5-benefits-gamification) 

[https://www.edutopia.org/blog/gamification-in-education-vicki-davis](https://www.edutopia.org/blog/gamification-in-education-vicki-davis) 

[https://www.frontiersin.org/articles/10.3389/fpsyg.2013.00607/full](https://www.frontiersin.org/articles/10.3389/fpsyg.2013.00607/full)

[https://www.thetechedvocate.org/how-teachers-can-gamify-science/](https://www.thetechedvocate.org/how-teachers-can-gamify-science/)

[https://files.eric.ed.gov/fulltext/EJ1106923.pdf](https://files.eric.ed.gov/fulltext/EJ1106923.pdf)

[https://www.teachthought.com/the-future-of-learning/12-examples-of-gamification-in-the-classroom/](https://www.teachthought.com/the-future-of-learning/12-examples-of-gamification-in-the-classroom/)

[https://www.nextgenscience.org/](https://www.nextgenscience.org/)

[https://eonreality.com/self-directed-learning-initiative-pr/](https://eonreality.com/self-directed-learning-initiative-pr/)



large_image3.webp

medium_image3.webp

small_image3.webp

thumbnail_image3.webp

image3.webp

Gamification In Science Education

Futu-AR is an AR app that we are prototyping in parallel to our VR content development. The app is currently focused on visualizing chemistry and learning to balance chemical reaction equations. 
\
&nbsp;

## 05.05- Second Futuclass AR test session with students

As Roland had made many improvements and students were back at school, it was time for Kristen and Arnold to test the AR app on students, face to face. 
\
&nbsp;

## Summary
The updated “find the correct” mode was successful. Students like it and could remember the fun facts about different molecules after playing the game. The new format has potential and most of the students could clear the game. A comparative testing has been done about our 2 different designs of the reaction balancing mode. A lot of meaningful feedback has been collected. They are very informative and provide us inspiration for further improvement.
\
&nbsp;

## General
- 16 students from 9th grade and 1  chemistry teacher took part of the lesson 
- Lesson was hosted physically in TERA : students were grouped into small groups of 2-3 people
- It was Futuclass AR ver. 0.08 that was tested
- Delivering the application to the students’ iPad via TestFlight was unsuccessful due to Apple School Management permission issue
- Alternatively, application was installed on the iPad provided by Futuclass
- Feedback form was created using Google Forms by Roland to let students fill them in after the testing session
- Overall 13 of 16 raised their hand if asked: “Would you like to learn chemistry using an analogous AR application.”
\
&nbsp;

## Actionable feedback 
- Could not exit the game to change the game mode when playing find the correct ->** Add a pop-up menu and gather all the functional buttons there including an exit button**
- Although taping to choose a molecule was intuitive after playing through find the correct, students still did multiple taps to feel confident. ->** Design a multiple tap confirmation feedback (on-screen or in AR)**
- One of the students managed to induce a crash by spamming reset. -> **Review implementation and block button spamming**
- More equations, more contents -> **Add more contents to the reaction balancing**
- When they look at all of the cards at the same time, 3-4 molecules are visualized and others are blinking. ->** due to environmental reflection, review if it is necessary or add a control allowing user to disable it**
- Many equations are balanced from the start. -> **Generate random multipliers for the equations at the beginning of the task**
- Game mode based on periodic table -> **Review the current design or create a new design to fit periodic table**
- Make the game more colorful -> **Polishing**
- Devices are hot and battery consuming fast ->** Study AR application performance tuning**
\
&nbsp;

## Find the correct
- More than 90% of the students could pass all the levels of the game
- 12 out of 16 students found the game easy (1 out of 5 points), the rest found the game fairly easy (2 out of 5 points)
- Most of the students like this game mode (12 out of 16 students with positive feedback)
- \
&nbsp;

![joonis 1.PNG](/uploads/joonis_1_b3d51314f2.PNG)
\
&nbsp;

![joonis 2.PNG](/uploads/joonis_2_3fbea06f57.PNG)
\
&nbsp;

![joonis 3.PNG](/uploads/joonis_3_456eee7ea5.PNG)
\
&nbsp;
\
&nbsp;

## Reaction balancing - on screen vs AR models
- Students thought the on-screen design is easier to understand
- More students prefer on-screen design (11/16) than the AR design
- Most of the students who prefer on-screen design think it is easier and simpler to use
- One of them replied it is because the molecule AR models become boring after completing several times
- Students who prefer AR design think it has a better visualization and is more interesting
- Brainstorm about the design of reaction balancing is necessary
- \
&nbsp;

![joonis 4.PNG](/uploads/joonis_4_079e73f63c.PNG)
\
&nbsp;

![joonis 5.PNG](/uploads/joonis_5_560981e5b7.PNG)
\
&nbsp;
\
&nbsp;

### Students quotes
- "This game has a lot of potential (energy, that can be transformed to kinetic energy what can be transformed to thermal energy, to warm the hearts of little kids on the path of learning)."
- "This seems to be more immediate and interesting"
- " it is simpler to balance, when you can visually see the molecules."


*This blog post was written by Roland.*




large_IMG_20210505_094113.jpg

medium_IMG_20210505_094113.jpg

small_IMG_20210505_094113.jpg

thumbnail_IMG_20210505_094113.jpg

IMG_20210505_094113.jpg

Augmented Reality in Chemistry Education - Second Test Session in School  

Futu-AR is an AR app that we are prototyping in parallel to our VR content development. The app is currently focused on visualizing chemistry and learning to balance chemical reaction equations. 
\
&nbsp;

## 01.04- First Futuclass AR test session with students.

Kristen, Arnold and apprentice Roland from UT have been working on a side project - molecule visualisation and reaction balancing in Augmented Reality. Prototype version of the app is ready and had it's first test session in a public schools regular natural science class. Over the web. 
\
&nbsp;

## Summary
AR application has potential. Students liked the lesson and described it being interesting and fun, a lot more engaging than sitting and listening to the teacher. Brought out one specific game mode as their favorite. Natural science teacher said she'd use this app in her class. Problems we had during the test session were technical and are solvable. 
\
&nbsp;

## General
- 10 students from 7th grade and 1  chemistry teacher took part of the lesson - 11 testers in total (7x Android, 4x Iphone)
- Lesson was hosted on Zoom: everybody had their web cameras on for testers and teacher being able to track progress, help and make notes
- It was Futuclass AR ver. 0.07 that was tested, previous versions have been tested internally by Kristen and Arnold
- Teacher did a reflection round asking about what were the interesting fact that each of the students learned when playing the "Find the correct" mode. 
- Lesson was hosted in a stress free online chemistry lesson with a teacher that has good trust and relationship with her students. Meaning students aren't afraid to speak out. 
\
&nbsp;

## iOS vs. Android  
**2/7 Android** users were not able to run the app. Google Play store gave an issue that the app is not compatible with their phone. One of the students had Samsung A5. So probably both of them had older Android OS than Futuclass app requires (8.1).

**2/7 Android users had serious tracking issues**. One of them uses Xiaomi Redmi 9 and the other one Samsung A71. Examples: 
1) Showed only one molecule although two or several were in the focus area. Playing with the angle and phone distance didn't help.
2) Molecules were located in random places around the display area, not on top of their marker cards. 
3) Molecules didn't go away when markers were out of visual area. 
3/7 Android users were able to run the app without any problems - **43% of testers**

**4/4 Iphone** users had no issues with the app: tracking worked perfectly and everything ran smoothly - **100% of testers**
\
&nbsp;

## Actionable feedback 
- "Find the correct" asks for the same molecule too often (H2, Fe, S were mentioned).-> **Make the pool larger**
- Students who have a phone that isn't  compatible with the app feel left out -> **Define what is the criteria for the phone and OS beforehand **
- Some Android phones tracking in the app is very poor -> **Improve tracking **
- It is hard to measure educational impact and make notes if there are technical problems during the lesson ->** If we' d like an ideally working test session then we need to test in schools that have iPads available**
- Some molecules are missing the fun facts -> **Add fun facts for every molecule**
- "Find the correct" mode was this test groups favourite -> **Develop levels for this game mode, increase pool size**
- Same fact is presented multiple times if you get the same molecule -> **Multpile facts per substance**
\
&nbsp;

## Quotes from students
- "This way of studying is a lot better than just sitting and listening"
- "Much cooler than textbook and TV"
- "I liked that I got to know a fact about every molecule in Find the right game mode"
- "I really like that I can see molecules!"



Choose your store

Futuclass
Blog

Gamification In Science Education

Augmented Reality in Chemistry Education - Second Test Session in School

Augmented Reality in Chemistry Education - First Test Session in School

Choose your store

FutuclassBlog

Gamification In Science Education

Augmented Reality in Chemistry Education - Second Test Session in School

Augmented Reality in Chemistry Education - First Test Session in School

Futuclass
Blog