Speaker
Description
This study examines the implementation and assessment of an inclusive inquiry-based alternate reality game (IB-ARGI) on electrical circuits in elementary schools. The IB-ARGI approach combines inquiry-based learning, Universal Design for Learning, and alternate reality games to create an inclusive learning environment. The IB-ARGI was implemented with 144 fifth-grade students. Learning outcomes were assessed through pre-post tests, which were collected and analysed using descriptive and non-parametric statistics. The results showed a statistically significant improvement in learning outcomes based on students’ responses. The findings align with previous studies and support the effectiveness of this inclusive gamified approach in elementary education.
| Education level | Age under 12 (Primary education or earlier) |
|---|---|
| Physics topic | Other |
| Research focus | Innovative instructional strategies and pathways |
| Research method | Other |
| Organizing preference criteria | Track |