Combining Inquiry, Universal Design for Learning, Alternate Reality Games and Augmented Reality Technologies in Science Education: The IB-ARGI Approach and the Case of Magnetman

Abstract

This paper presents and discusses the inclusive inquiry-based alternate reality game (IB-ARGI) approach, a pedagogical gamified approach supporting inclusive contemporary educational contexts. The IB-ARGI approach comprises Inquiry-based Learning, Alternate Reality Games, Universal Design for Learning and Augmented Reality technology in order to shape an inclusive inquiry-based learning environment for all students. The aspects of the IB-ARGI approach are illustrated and discussed by focusing on an IB-ARGI implementation on the topic of Magnets and Magnetism for 65 preschool student teachers in the context of a laboratory course in Science. The study aims to explore preschool student teachers’ perception of the IB-ARGI approach as learners and future teachers using a mixed method approach and assess the intervention’s learning outcomes through pre- and post-tests. The results revealed fruitful insights into how the IB-ARGI approach motivated the student teachers to actively participate in the inquiry through an immersive experience involving multiple means of engagement, representation, and action and expression. Findings concerning the learning outcomes also indicated significant learning gains for the participants. Despite this work’s suggestive and exploratory nature, the study offers new perspectives and findings to the literature regarding the formation of more inclusive inquiry practices. Additionally, it contributes to opening a route in the current literature concerning the formation of more inclusive approaches and practices in science education.

Full text

Vol:.(1234567890)
Journal of Science Education and Technology (2024) 33:928–953
https://doi.org/10.1007/s10956-024-10135-7
Combining Inquiry, Universal Design forLearning, Alternate Reality
Games andAugmented Reality Technologies inScience Education:
The IB‑ARGI Approach andtheCase ofMagnetman
AngelosSofianidis1 · ChristosSkraparlis2· NayiaStylianidou3
Accepted: 19 June 2024 / Published online: 2 July 2024
© The Author(s), under exclusive licence to Springer Nature B.V. 2024
Abstract
This paper presents and discusses the inclusive inquiry-based alternate reality game (IB-ARGI) approach, a pedagogical
gamified approach supporting inclusive contemporary educational contexts. The IB-ARGI approach comprises Inquiry-
based Learning, Alternate Reality Games, Universal Design for Learning and Augmented Reality technology in order to
shape an inclusive inquiry-based learning environment for all students. The aspects of the IB-ARGI approach are illustrated
and discussed by focusing on an IB-ARGI implementation on the topic of Magnets and Magnetism for 65 preschool student
teachers in the context of a laboratory course in Science. The study aims to explore preschool student teachers’ perception of
the IB-ARGI approach as learners and future teachers using a mixed method approach and assess the intervention’s learning
outcomes through pre- and post-tests. The results revealed fruitful insights into how the IB-ARGI approach motivated the
student teachers to actively participate in the inquiry through an immersive experience involving multiple means of engage-
ment, representation, and action and expression. Findings concerning the learning outcomes also indicated significant learn-
ing gains for the participants. Despite this work’s suggestive and exploratory nature, the study offers new perspectives and
findings to the literature regarding the formation of more inclusive inquiry practices. Additionally, it contributes to opening
a route in the current literature concerning the formation of more inclusive approaches and practices in science education.
Keywords Inquiry· Universal Design for Learning· Alternate Reality Games· Augmented Reality· Science education·
Inclusive education
Introduction
Inquiry-based learning (IBL) constitutes an approach which
builds on constructivism (Vorholzer & von Aufschnaiter,
2019) and is widely used in the teaching of science and
engaging student-teachers in scientific inquiry (Abdul Rabu
etal., 2023; Minner etal., 2010). During the last years, espe-
cially with the advancement of digital, mobile and immer-
sive technologies as well as gamification (Becker etal.,
2020; Onyema etal., 2019; Radu & Schneider, 2019), IBL
is in a state of transformative transition to align with student
teachers’ contemporary context.
Such a transition constitutes an evolving process regard-
ing IBL. However, in this paper, we argue that an integral
element is currently missing from the evolution of IBL.
Training student teachers in Inquiry-Based Learning (IBL)
could include contemporary approaches such as gamifi-
cation and technological means. More importantly, such
approaches should also consider the terrain of inclusive
education, covering both the philosophy and specific prac-
tices. Unfortunately, research on training student teachers
in IBL and inclusive practices is still in its embryonic stage.
This argument stems from the fact that inclusive practices,
attitudes and methods are subject to ongoing evolution in
response to contemporary societal demands and require-
ments (Boeren, 2019).
Prioritising inclusive education is a key focus within the
United Nations 2030 Agenda for Sustainable Development
* Angelos Sofianidis
asofianidis@uowm.gr
1 Department ofEarly Childhood Education, University
ofWestern Macedonia, Florina, Greece
2 School ofSocial Sciences andHumanities, University
ofWestern Macedonia, Florina, Greece
3 School ofEducation andSocial Sciences, Distance Learning
Unit, Frederick University, Limassol, Cyprus
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