SCHOLA LUDUS

Abstract

The virtual reality, artificial intelligence and gamification have the potential to complement existing educational approaches to science education, instruction and students' knowledge construction. By students becoming part of a phenomenon, they gain direct experiential intuitions about how the natural world operates. In a virtual reality environment, students themselves can be moving, cantering their attention on different phenomena and designers can heighten this saliency by using multisensory cues to convey multiple, simultaneous representations of relative problems as a serious mind game.