The Role of Epistemic Curiosity in A 3D Virtual Game for Science Learning

Abstract

In this study, we developed a three-dimensional virtual game to help students understand the concepts of evaporation and condensation. Next, we developed a research model to examine the relationships between epistemic curiosity, situational interest, learning engagement, and science achievement. Finally, we investigated the mediating role of situational interest in the proposed model. To this end, we will collect data from approximately 75 6thgrade students in Taiwan. We will analyze the results of the measurement model, as well as the underlying structural relationships, through PLS-SEM.