Abstract:

A central goal of science education is to foster the acquisition of inquiry skills. Although educational curricula endorse this goal, empirical studies reveal that classroom instruction tends to prioritize the delivery of content knowledge over the development of inquiry skills, leading to significant deficits in this area of competencies (Walpuski & Schulz, 2011). A psychological challenge lies in students' decreasing interest in science lessons, as, e.g., the study by Pietsch and Barke (2014) shows, revealing a progressive decline in the perceived reputation of chemistry classes with increasing grade levels.

To counteract these challenges, the project CompAGES's primary goal is to develop a motivating, contemporary learning instrument: A digital learning game (DLG). With a pedagogically appropriate implementation of DLGs, the effectiveness of lessons can be increased in terms of motivation, engagement, learning outcome, and the embedding of knowledge. Despite the motivational potential of DLGs, teachers often show concerns about using DLGs and perceive obstacles concerning their use (Allsop & Jessel, 2015). Even teachers with a positive attitude toward digital media are unlikely to use DLGs. To ensure a barrier-free, uncomplicated use of the DLG in lessons, the design of the digital game is directly linked to our research results on the recording of attitudes and experiences of prospective teachers about game-based learning.

The project follows an iterative, interdisciplinary, and agile design-based research approach. It follows the Model for the Design of Digital Learning Environments (FDDLEs) according to Tiemann and Annaggar (2020) in designing the DLG. This cyclical approach extends linear approaches by including the implementation of (subject-specific) instructional, educational psychological, and technical aspects in the theory-based systematic design. The development process is structured into three main iterative steps: Design, development, and quality control. The repeated iteration of the development cycles enables the development of a prototype, the control, and the adjustment of both theory-based design elements and their technical implementation. To support teachers in implementing the DLG into their lessons, the development of accompanying materials is carried out parallel to the development of the digital learning game.

This presentation will provide an overview of the current state of the developed learning game and its accompanying learning materials, highlighting its features and functionality in fostering scientific inquiry skills. Additionally, we will discuss the pedagogical aspects and learning objectives embedded within the game to enhance students' engagement, motivation, and knowledge acquisition.

References:
[1] Allsop, Y., & Jessel, J. (2015). Teachers’ Experience and Reflections on Game-Based Learning in the Primary Classroom. Int. J. of Game-Based Learn., 5(1), 1–17.
[2] Tiemann, R., & Annaggar, A., (2020). A framework for the theory-driven design of digital learning environments (FDDLEs) using the example of problem-solving in chemistry education, Interactive Learning Environments, DOI: 10.1080/10494820.2020.1826981
[3] Walpuski, M., &Schulz, A. (2011). Erkenntnisgewinnung durch Experimente. Stärken und Schwächen deutscher Schülerinnen und Schüler im Fach Chemie. Chim.& ct. Did., 37 (104), 6–27.
[4] Pietsch, S., &Barke, H. D. (2014). Wie Jugendliche die Chemie sehen. Chemie in unserer Zeit, 4(48), 312-316.

Keywords:

Digital Learning Games, Game-based Learning, Science Education, Chemistry Education, Scientific Inquiry Skills.