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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.

Background: STEM education has experienced significant growth due to its pivotal role in innovation and economic development. While cognitive factors like prior knowledge are known predictors of STEM success, non-cognitive factors, including attitudes and demographics, also play vital roles. However, there is a notable scarcity of research focusing on the "S" in STEM—science—compared to extensive studies in fields like mathematics. This study aims to address this gap by exploring gender differences in science test performance and related attitudes, providing insights into this under-researched aspect of STEM education. Results: The effective sample comprised 1839 Estonian 12th-grade students who took a computer-assisted science test. The test consisted of tasks combining chemistry, physics, biology, and geography, and a post-test survey was also administered. Across the total sample, the results showed that test performance positively correlated with test-taking duration, effort, and test importance. Test performance was negatively correlated with perceived test difficulty. Interestingly, while general science anxiety was not associated with test performance, subject-specific anxiety, especially chemistry anxiety had a negative association with test performance. While there were no gender differences in test performance, female students scored consistently higher on all science anxiety measures, compared to male students. Furthermore, female students assessed the science test to be more difficult, and they also took more time to complete the test. The correlations in gender subsamples mirrored those observed in the total sample. Conclusions: The association between science test performance and test-related variables is nuanced: students might not necessarily have a "general" STEM anxiety but it may be associated with a specific subject. Moreover, the findings imply that although there are no gender differences in test performance, girls have a greater anxiety when it comes to natural sciences subjects. These findings indicate the need for investigating the origin of such anxieties, which do not seem to stem from aptitude. [ABSTRACT FROM AUTHOR]

Using learning objectives to guide course design is often considered an educational best practice, but little research exists that explores how students use them over time and across courses. We surveyed students on their use and perceived value of learning objectives as the semester progressed across four science, technology, engineering, and mathematics (STEM) disciplines, examined students' ability to match exam questions with learning objectives, and analyzed how their course performance related to these qualities. We also gathered instructors' information on their implementation of learning objectives in these courses. We identified distinct disciplinary differences both in students' use and perceived benefit of learning objectives and in instructors' implementation of them. Students in less quantitatively focused courses, i.e., biology and organic chemistry, reported valuing and using learning objectives more than students in more quantitatively focused math and physics courses. Students' ability to match learning objectives with exam questions, however, positively correlated with exam score and final course grade in all our study courses. Our results have implications for considering disciplinary practices for use of learning objectives as instructors design and implement courses, educational researchers plan studies, and assessment specialists formulate institutional assessment plans. [ABSTRACT FROM AUTHOR]

Students are encouraged to develop a set of scientific skills and disciplinary practices common across the STEM disciplines. These skills (scientific inquiry, quantitative skills, laboratory and computational skills, communication skills, teamwork/interpersonal skills, interdisciplinary competency) are highlighted as important in discipline-based guiding documents—biology (Vision and Change in Undergraduate Biology Education: A Call to Action), chemistry (American Chemical Society Guidelines and Evaluation Procedures for Bachelor's Degree Programs), and mathematics (A Common Vision for Undergraduate Mathematical Sciences Programs in 2025)—for undergraduate teaching of biology, chemistry, and mathematics, and for the professional success of STEM college graduates. To promote interdisciplinary teaching and learning of STEM, we present a comprehensive comparison of the different disciplines' competency statements for undergraduate education. This organization and comparison of commonalities in scientific skills and disciplinary practices can be used by faculty and departments to come together to break down traditional silos, help their students more easily apply learning from one STEM discipline to another, and to create institutional change. [ABSTRACT FROM AUTHOR]

The current study compared the achievements of higher secondary level students before and during the COVID 19 pandemic in five subjects-English, Biology, Physics, Chemistry, and Mathematics. This study was conducted on higher secondary level students from Bodoland Territorial Region (BTR), Assam, India. Dichotomous variables like rural and urban, tribal and non-tribal are considered for sample collection. A stratified random sampling technique is used for data collection. When five subjects are considered as a unit, the Mahalanobis Distance (MD) is used to measure the difference in dynamical character of achievements. There is a significant difference in the achievement of students between pre-COVID 19 and during COVID 19 pandemic. [ABSTRACT FROM AUTHOR]