Although science, technology and math are widely recognized as key competences of innovation and developments these subjects still appear rather unattractive. Hence far too few young people currently opt for natural sciences and engineering when starting their professional career. For avoiding future skills shortages and for keeping competences and competitiveness the interests in science, technology and math still needs to be enhanced.
Recent developments in serious gaming, virtual- and augmented reality and other media technologies have been explored for motivating students and for supporting learners in understanding scientific and mathematical contents. These techniques have proven their value in raising the curiosity and in getting familiar with new subjects and learning environments in a more intuitive way. Nevertheless, without further guidance and directed support, unattended learning quickly leads to frustration and hence loss of interest when trapping into problems. Furthermore, introducing and maintaining new technologies into the daily practice and environments of blended learning environments usually causes considerable additional efforts for the teachers while the benefits remain unclear. For this reasons new learning technologies, concepts and materials find their way very slowly into curricula.
The Idealist2018 project is funded by the European Commission under the Leading Industrial Enabling Technologies ICT theme, of Horizon2020 – Research & Innovation Framework Programme, under grant agreement no. 645216. Any opinions expressed in these pages are those of the author/organisation and do not necessarily reflect the views of the European Commission.