ABSTRACT
This chapter reports on findings from a multi-site, mixed method study that used Minecraft virtual reality (VR) for learning about biology in junior secondary school. The study represents the first research of its kind to investigate embedding the technology in the natural setting of the classroom as an extension of curriculum and teacher practice. The chapter draws on quantitative and qualitative data to build a nuanced picture of the pedagogical approach to employing immersive virtual reality in science classes. It presents an overview of three different perspectives on learning that were explored in the study to provide new insights into how students used the iVR sandbox of Minecraft VR to undertake a formative assessment task. The chapter describes research findings related to: content knowledge acquisition; regulation of learning in Minecraft VR; and aspects of Deeper Learning from the viewpoint of students and teachers.
