A study of the process of creating a virtual reality board game using Socioscientific Issues of agriculture and food safety that support to lifelong learning of learner

Abstract

The aim of this study was to examine the proficiency of science teachers in designing a board game integrating augmented reality (AR). Additionally, it aimed to formulate a framework for crafting such board games tailored for science educators and to assess students' perceptions of lifelong learning when engaging with board games enhanced by AR facilitated by science teachers. The study involved five voluntary science teachers instructing at the junior high school level, collaborating in the development of a board game. Research instruments included a voluntary questionnaire for lower secondary science teachers, an assessment form evaluating science teachers' competence in creating AR-infused board games, records of reflections on playing board games integrated with AR, and a questionnaire gauging learners' perceptions of lifelong learning. Data analysis encompassed both quantitative and qualitative methods, employing content analysis.

            Results revealed that science teachers demonstrated proficiency in crafting board games incorporating AR and utilized this competency to devise a framework for integrating AR into board game design. Moreover, findings indicated positive learner perceptions towards the utilization of board games enhanced with AR for educational purposes.