Promoting children's inquiry performances in alternate reality games: A mobile concept mapping‐based questioning approach

Abstract

Active inquiry plays a key role in science education. To facilitate children's motivation, alternate reality games are applied to engage children actively in inquiry in authentic learning contexts. However, the complexity of real‐world contexts and the ambiguity of game puzzles increase the difficulty for children to conduct effective inquiries. To achieve successful inquiry‐based learning, concept mapping is an effective learning strategy to guide children to organise related information as well as to brainstorm for possible solutions. Accordingly, this study proposes a mobile concept mapping‐based questioning approach for environmental education. A quasi‐experimental study was conducted to evaluate the effectiveness of the proposed approach and the conventional questioning approach in game‐based inquiry‐based learning. The results showed that the proposed approach had a more significant effect on learning achievement, critical thinking, and learning attitude than the conventional questioning approach. However, cognitive overload negatively affected the children's learning. Besides, it was found that improper use of concept maps could limit their creative problem‐solving performances. What is already known about this topic Alternate reality game (ARG) significantly promotes children’s learning motivation and engagement of game‐based inquiry learning activities. Most children have difficulties in learning with ARGs due to the complexity of real‐world contexts and the ambiguity of the puzzles. Children cannot construct knowledge effectively without proper learning supports in their cognitive process; however, it is challenge to provide proper learning supports without distracting children from gaming. What this paper adds An ARG with a mobile concept mapping‐based questioning approach (ARG‐CMQ) was applied to facilitate meaningful inquiry‐based learning for children in different real environments (school campuses and in science museums). Both quantitative and qualitative analyses were examined to identify the effect of different learning strategies to support children learning with ARGs. ARG‐CMQ improved children’s learning achievement, critical thinking and learning attitude better than conventional ARGs. ARG‐CMQ might limit children’s divergent thinking and influences their creative problem‐solving performance. Implications for practice and/or policy ARG‐CMQ is a potential approach for inquiry‐based learning in real environments, especially in improving learning perceptions and higher‐order cognitive abilities. ARG‐CMQ can be used to support competency‐based education.

An integrated concept mapping and image recognition approach to improving students' scientific inquiry course performance

“…In terms of learning achievement, the finding is in line with the previous research which found that learning with concept mapping helped students effectively associate new learning experiences with prior knowledge in an organized manner, which could help them memorize and comprehend the learning content (Chiou, 2008; Hwang, Shi et al., 2011; Jonassen et al., 1998; Novak, 1990). The use of AI, such as the IR system, in educational settings, enables teachers to design new learning activities using the systems to provide students with opportunities to learn in a convenient and innovative manner (Freeman & Jessup, 2004; Hwang, Zou et al, 2020; Liang et al., 2021). In this study, the IR system helped the students to identify the plants found in real‐world environments using IR technologies and online databases.…”

Using Digital Concept Maps in Conflict Resolution Studies: Implications for Students’ Argumentative Skills, Domain-Specific Knowledge, and Academic Efficacy

“…A concept map is a visual organizer of knowledge that helps students enrich their understanding of a particular domain ( Novak and Gowin, 1984 ). CM was found useful in enhancing 10th-grade students’ scientific inquiry course performance ( Huang et al, 2022 ); improving ninth-grade students’ learning achievement ( Li et al, 2021 ); affecting children’s learning achievement, critical thinking, and learning attitude ( Liang et al, 2021 ); enhancing fifth graders’ (especially those with higher levels of critical thinking tendency) learning performance ( Hwang et al, 2021a ); and in improving eighth-grade students’ learning achievement, critical thinking tendency and problem-posing quality ( Hwang et al, 2021b ). A recently published systematic review on the roles, applications and trends of concept map-supported learning ( Chang et al, 2022 ) showed the benefits of using concept maps to facilitate knowledge construction in collaborative learning and improve learning achievement and motivation.…”

The effectiveness of the guided inquiry learning model assisted by picture card media in improving students' critical thinking skills in natural science subjects

“…Critical thinking can be implemented with the inquiry learning model (Sutiani, Situmorang, & Silalahi, 2021). Inquiry is one of the common processes carried out by students to find or understand information (Liang, Hsu, & Hwang, 2021). Inquiry activities can be used to train students' thinking skills and develop knowledge in dealing with situations or problems associated with exercises from a series of questions learning science in improving students' critical thinking skills.…”