Stay tuned for a second part where we investigate the differences between AR and VR-based learning!

✅ Gaming style impacts which part of the game can be explored and needs to be aligned with learning goals

✅ Translating science into game mechanisms impacts which aspects of the scientific process are highlighted and consequently learned. Students talked about the actors and actions of the game.

So what can you learn from our work?

✅ Games motivate students and make the learned more important

✅ Games help curious students to engage better with the learning material than written information

A special thanks goes to Julia Chatain for her input on the study design to capture student learning. Also to Violaine Fayolle (now at Disney Research Zurich ) for the great work on the Game UI. This project wouldn't have been possible without Bernd Stadlinger and Fabio Zünd.

The game takes place on the surface of a bone and learn about the constituent processes in a playful manner. We investigate how complex scientific processes can be presented to students as games and help them to expand their visual understanding.

The learning game AR Osteoclasts I created together with the ETH Game Technology Center, University of Zurich, and Medizinische Universität Wien with support from Quintessence Publishing Deutschland ( games.jmir.org/2025/1/e64751 ) invites the player to experience the process bone resorption.

This project is part of her #MasterThesisResearch in #Geoinformation Science at the Laboratory of Geo-information Science and Remote Sensing together with support of Kirien Whan at the Dutch meteorological institute (KNMI).

The survey will help her to evaluate how immersive experiences of weather change the perception of weather events in weather communication.