Gamified virtual labs: shifting from physical environments for low-risk interactive learning

Abstract

Purpose

This paper presents two educational gamified virtual labs and investigates different methods of including gamified elements in virtual labs used for teaching. The purpose of this study is to investigate if immersive gamified virtual labs can be used as effective pedagogical tools by properly incorporating them into higher education curricula to assist low-risk active learning and student engagement.

Design/methodology/approach

This research design comprises two gamified virtual labs including nine essential experiments of biology and chemistry integrated into the higher education curriculum of the Foundation of Science at an international University. Students filled in a survey after participating in the lab to shed light on appropriate ways of using gamification approaches in virtual labs.

Findings

From the predominant findings of the study, gamified virtual labs increase student involvement thereby enhancing knowledge development with active learning and may be a potentially suitable pedagogical tool for low-risk interactive learning.

Research limitations/implications

Limitations of the study include findings based on gamified virtual labs but not comparing the gamified virtual labs to simple virtual simulations to further investigate the pedagogical approach and understand the student perceptions in a simple virtual simulation and a gamified virtual lab.

Practical implications

The findings of this study will provide evidence that gamified virtual labs integrated into higher education curricula as supplementary tools for laboratory experimentation improve the educational delivery process.

Originality/value

This research highlights an appropriate way of integrating 3D virtual labs into practical curricula while discussing the benefits.

Citation

Sanzana, M.R., Abdulrazic, M.O.M., Wong, J.Y., Karunagharan, J.K. and Chia, J. (2024), "Gamified virtual labs: shifting from physical environments for low-risk interactive learning", Journal of Applied Research in Higher Education, Vol. 16 No. 1, pp. 208-221. https://doi.org/10.1108/JARHE-09-2022-0281