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Getting Seriously Playful: Investigating the Effectiveness of Serious (Virtual Reality) Games in Teaching Aquaponics to Young People

Wadzanayi Bwanya, MSc Human Computer Interaction

September 2024

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The Problem

Background:

  • Agriculture is key to global food security.
  • Urban youth find agriculture outdated and unappealing.
  • This perception leads to declining youth interest in agriculture.

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Gap:

  • Traditional education methods don’t engage tech-savvy youth.
  • The gap is more pronounced in urban areas due to limited space, resources, and relevance.
  • New, interactive methods are needed to re-engage young people.
  • Aquaponics can appeal to youth through technology and sustainability.

Image from pexels.com

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Research Focus

Are serious VR games effective tools for teaching aquaponics to young people?

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Aim: To investigate the effectiveness of serious VR games in teaching modern agricultural practices, focusing on aquaponics, to young people.

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Objectives:

    • Design and develop a virtual reality game that aligns with Kolb’s Experiential Learning Theory (KELT) and facilitates hands-on learning of aquaponics.
    • Evaluate the impact of the virtual reality game on participants’ knowledge acquisition, engagement, and experiential learning outcomes.
    • Identify the key elements within the virtual reality game that contribute to effective educational outcomes.

Kolb’s Experiential Learning Theory (KELT)

Concrete Experience

Reflective Observation

Abstract Conceptualization

Active Experimentation

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Literature Review

Agriculture

Challenges (Girdziute et al., 2022)

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Aquaponics as a Solution (Bernstein, 2011; Love et al., 2015)

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Implications for Education (Wardlow et al., 2002; Egyir et al., 2023)�

Learning Theories

Cognitivism (Sweller et al., 1998)

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Behaviorism (Pavlov, 2010; Skinner, 1953)

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Constructivism (Vygotsky, 1978)

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Kolb’s Experiential Learning Theory (KELT) (Kolb, 1984)

Serious Games

Background (Michael & Chen, 2005)

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In Agriculture (Yongyuth et al., 2010)

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Opportunities for VR (Espinosa-Curiel & Alba-Chávez, 2024)

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Methodology

Prototype development

Game development

    • Unity x XR Toolkit
    • Pilot Testing
    • 2 Participants
    • Kanban method

Data collection

Gameplay observations

    • Screen Recordings
    • Observation Notes

Semi-structured interviews

    • Guided by KELT Principles

Data Analysis

Thematic analysis

    • Braun and Clarke – 6 step approach
    • Inductive

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  • 12 participants tested the prototype in a qualitative descriptive study.

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  • Data was analysed using thematic analysis, following Braun and Clarke’s framework.

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Game Design and Evaluation

Murimi is a VR game set in a fictional town (GoKwe) facing food insecurity. Players take on the role of Murimi, tasked with building and maintaining an aquaponics system to save the town.

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The game was developed iteratively using the Kanban method, with feedback from pilot testing used to refine the gameplay and educational content.

Learn the basics

controls and are introduced to the aquaponics system through guided interactions.

Level 0 - Tutorial

Assemble the system

of the aquaponics system, requiring them to understand the functions of each part.

Level 1 - Assembly

Maintain the system

responding to issues under time pressure, simulating real-world challenges.

Level 2 - Maintenance

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Gameplay Demo

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Results

Game Experience

Described as “fun” and “beautiful,” with engaging dialogue enhancing immersion.

Challenges and Adaptation

Multi-layered challenges required adaptive strategies.

Racing Against Time

Time pressure caused anxiety, hindering participants’ ability to fully engage with the content.

Learning Aquaponics

Most participants understood aquaponics concepts, with some considering real-life implementation.

Game Immersion and VR Challenges

Immersion was strong, but VR control difficulties disrupted gameplay experience.

Physical Discomfort and Adaptation

Cybersickness affected many participants, with some opting for seated gameplay.

Task Management Under Time Pressure

Time constraints caused both stress and excitement, leading to varied and rushed strategies.

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REFLECTIVE INTERVIEWS

GAMEPLAY OBSERVATIONS

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Discussion

Limitations

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  • Limited generalisability due to small sample size.
  • Restricted insights from limited duration of engagement.
  • Participant physical discomfort and cybersickness.
  • Potential bias from controlled lab environment.

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Implications

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For VR Game Designers

  • Tailoring Learning Experiences to Individual Paces
  • Incorporation of Scaffolding Techniques in line with Zone of Proximal Development (ZPD)
  • Enhancing Comfort and Accessibility in VR

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For Educators

  • Integrating VR Games into Educational Curricula
  • Preparation and Support for VR Gameplay

Interpretation of findings

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High cognitive load and time pressure hindered learning.

Serious games can teach complex subjects (aquaponics) effectively.

The study successfully applied experiential learning to VR game mechanics.

VR immersion significantly enhances engagement, which is critical for sustained learning.

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Conclusions

Image created with Dall-E

Serious VR games like "Murimi" hold strong educational potential when they balance engagement, learning content, challenge, and varying VR expertise.

Applying Kolb’s Experiential Learning Theory (KELT) aligned game mechanics with educational goals, highlighting the value of experiential learning.

Future research should refine game mechanics to reduce physical discomfort and explore integrating serious games into formal educational curricula.

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THANK YOU !

Wadzanayi Bwanya, MSc Human Computer Interaction

September 2024