Instructional Modules Integrated With a Mobile Learning Game to Improve Senior High School Students' Science Learning and Science Identity
Bibliographic Data
| ID | 21353644 |
|---|---|
| Authors | Meng‐Tzu Cheng (0000-0003-1237-2955, Department of Biology National Changhua University of Education Changhua Taiwan, corresponding author), Fu‐Chung Cheng (National Tainan Second Senior High School Tainan Taiwan), Chang‐Ching Tien (Taoyuan Municipal Wu‐Ling Senior High School Taoyuan Taiwan) |
| Year | 2026 |
| Volume | 63 |
| Issue | 4-5 |
| Pages | 470-491 |
| Publication date | 2026-05-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Science Teaching (JOURNAL) |
| Journal identifiers | ISSN: 0022-4308 • E-ISSN: 1098-2736 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/tea.70046 |
| OpenAlex | W7134192415 |
| Language | EN |
| Citations received | 1 |
| References cited | 50 |
Recent educational reforms emphasize that science learning should offer students a practice‐oriented, authentic experience that reflects how scientists investigate the natural world. Game‐based learning has been recognized as a way to transform inquiry practices by making it engaging, interactive, and relevant to students' lives, though its value ultimately depends on the extent to which learning transfers beyond gameplay. In line with this, we designed an integrated virtual‐physical scientific practice approach, realized through instructional modules anchored in a mobile learning game ( Anter ) and extended into classroom and field investigations. This approach situates students in the practices of scientists within a virtual environment while deliberately connecting those practices to real‐world contexts. A quasi‐experimental, two‐group pretest‐posttest research design was conducted among 58 eleventh‐grade students (aged 16–17) from two classes, with one assigned to the experimental group ( N = 30) and the other to the control group ( N = 28). Results showed that the integrated approach benefited students' understanding of ants and their skills related to investigating ants more than modules without the game. Moreover, it alleviated disparities across initial proficiency levels by allowing all students to actively engage in various aspects of scientific practices and develop their science identity. Notably, students with lower initial proficiency reported greater gains in science identity than their counterparts in the control group. These findings underscore the effectiveness of the integrated virtual‐physical scientific practice approach, particularly for those who may feel disengaged or alienated from science education. Further implications are discussed
Active learning (machine learning) · Authentic learning · Control (management) · Experiential learning · Field (mathematics) · Identity (music) · Learning Sciences · Science education · Science learning · Educational Games and Gamification · Mobile Learning in Education · Science Education and Pedagogy
Communities of Practice
Digital game-based learning
Epistemic frames for epistemic games
The nature of science identity and its role as the driver of student choices
Games, Motivation, and Learning
Digital game-based learning
Longitudinal data analysis using generalized linear models
A digital role-playing game for learning
Value-added digital game-based learning in K-12 science education
Effects of games on students’ emotions of learning science and achievement in chemistry
Uncovering students’ problem-solving processes in game-based learning environments
Anter
Immersion experiences and behavioural patterns in game‐based learning
Understanding and Addressing Gender‐Based Inequities in STEM
Scientific workshop program to improve science identity, science capital and educational aspirations of children at risk of social exclusion
Identity Theory and Social Identity Theory
Chapter 3
Understanding the science experiences of successful women of color
Situated Learning
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |