Design, Implementation, and Assessment of an IB-ARGI on Electric Circuits for Primary Education students

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Published: Apr 18, 2026
DOI: https://doi.org/10.12681/codiste.9819
Keywords:
alternate reality games Augmented Reality IB-ARGI inquiry-based learning universal design for learning
Paraskevi Fasia
University of Western Macedonia
Angelos Sofianidis
University of Western Macedonia
https://orcid.org/0000-0002-1378-9739
Abstract

The study presents the design, development, and assessment of an Inclusive Inquiry-Based Alternate Reality Game (IB-ARGI) on the topic of "Electric Circuit" for primary school students. The assessment of IB-ARGI was conducted using a pre-post test questionnaire to assess the learning outcomes of the intervention, as well as a post-intervention questionnaire to collect students' opinions on the IB-ARGI approach. A total of 59 fifth-grade students from a primary school participated in the study. The results highlighted the positive influence of an inclusive inquiry-based alternative reality game on both learning outcomes and the enhancement of their active participation, team collaboration, and multiple opportunities for expression and engagement.

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