Transforming a magnetism laboratory into an inquiry-based inclusive alternate reality games (IB-ARG): The case of Magnito

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Published: Sep 16, 2024
DOI: https://doi.org/10.12681/codiste.7051
Keywords:
Inquiry Inclusion Alternate Reality Games
Christos Skraparlis
Department of Early Childhood Education, University of Western Makedonia
Nagia Stylianidou
Frederick University
Angelos Sofianidis
Department of Early Childhood Education, University of Western Makedonia
Abstract

The present paper focuses on the development and evaluation of an inclusive inquiry-based Alternate Reality Game, enhanced with Augmented Reality. The assessment was carried out by collecting data on learning outcomes and was conducted with a pre- and post-intervention worksheet. Sixty-five Preschool student teachers participated in the study in the context of a Science Course. The results of this study show that the students showed a statistically significant increase in their performance in the subject matter by working in an inclusive interactive, gamified learning environment.

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