Expressions of learner agency in virtual inquiry
Linking agency and evidence-centered game design
Bibliographic Data
| ID | 21538121 |
|---|---|
| Authors | Jillianne Code (0000-0002-3096-1289, University of British Columbia, corresponding author), Kieran Forde (0000-0001-7838-0574, University of British Columbia), Rachel Moylan (0000-0003-1100-7374, University of British Columbia), Aimee Lutrin (0009-0009-9706-7001, University of British Columbia), Zahira Tasabehji (0009-0004-8359-0057, University of British Columbia), Rachel Ralph (0000-0001-8661-8343, University of British Columbia), Aashay Mehta (0009-0006-2784-2488, University of British Columbia), Nick Zap (0000-0002-0868-2646, University of British Columbia), Nesrine El Banna (0009-0000-7680-832X, University of British Columbia) |
| Year | 2026 |
| Volume | 247 |
| Pages | 105590 |
| Publication date | 2026-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Computers & Education (JOURNAL) |
| Journal identifiers | ISSN: 0360-1315 • E-ISSN: 1873-782X |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.compedu.2026.105590 |
| OpenAlex | W7127601758 |
| Language | EN |
| References cited | 45 |
Game-based learning environments often support exploration but rarely connect learner agency with rigorous, embedded assessment. This study reports on the design and pilot implementation of ALIVE (Agency for Learning in Immersive Virtual Environments), a virtual inquiry environment that integrates the Agency for Learning framework with Evidence-Centered Game Design. Nine middle and high school students completed an ecological investigation that required evidence collection, hypothesis testing, and causal explanation. Data included think-aloud protocols, gameplay logs, and brief feedback questions. Triangulated analyses captured both convergence and divergence between self-reported and observed agency. Learners showed intentional decisions, strategy shifts, and selective delegation to system supports at points of uncertainty. These findings show how aligned competency, evidence, and task models make inquiry actions visible and interpretable. The study also offers a multisource approach for examining expressions of agency within guided digital inquiry. Limitations include the small sample and single-session design. Future work should examine longer-term patterns, broader implementation, and transfer across domains. • Presents ALIVE, a virtual inquiry task designed with aligned competency, evidence, and task models. • Examines expressions of learner agency through think-alouds, gameplay logs, and pre-task measures. • Distinguishes intentional action from task-following in a guided digital environment. • Describes proxy agency as strategic delegation to system supports during uncertainty. • Introduces a postdigital lens to interpret how learners and digital structures shape agency. • Provides design implications for supporting intentionality, forethought, and self-regulation in virtual inquiry
Affordance · Delegation · Game design · Virtual learning environment · Virtual machine · Virtual reality · Digital Education and Society · Innovative Education and Learning Practices · Innovative Teaching and Learning Methods
Protocol Analysis
A meta-analysis of the cognitive and motivational effects of serious games.
Immersive VR and Education
The Development of Academic Self-Efficacy
Foundations of Game-Based Learning
What video games have to teach us about learning and literacy
Scaffolding and Achievement in Problem-Based and Inquiry Learning
Toward a Psychology of Human Agency
The Past, Present, and Future of the Cognitive Theory of Multimedia Learning
Constructionist Gaming
Postdigital Education in Design and Practice
Achievement Emotions and Academic Performance
Toward a Psychology of Human Agency
A Review of Self-regulated Learning
Attaining Self-Regulation
The Entangled Learner
Agency for Learning
Toward learning progression analytics — Developing learning environments for the automated analysis of learning using evidence centered design
The postdigital turn
Stealth assessment
A meta-analysis of the correlation between self-regulated learning strategies and academic performance in online and blended learning environments
Serious game-based learning and learning by making games
Presenting domain information or self‐exploration to foster hypothesis generation in simulation‐based inquiry learning
Psychological Well-Being and Self-Efficacy for Self-Regulated Learning
Protocol Analysis
Postdigital science and education
Phases of inquiry-based learning
Mindsets
Social Cognitive Theory
| Citation velocity | historical |
|---|---|
| Highly cited | No |