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Instructional Modules Integrated with a Mobile Learning Game to Improve Senior High School Students' Science Learning and Science Identity

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Title: Instructional Modules Integrated with a Mobile Learning Game to Improve Senior High School Students' Science Learning and Science Identity
Language: English
Authors: Meng-Tzu Cheng (ORCID 0000-0003-1237-2955), Fu-Chung Cheng, Chang-Ching Tien
Source: Journal of Research in Science Teaching. 2026 63(4-5):470-491.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 22
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Grade 11
Descriptors: High School Students, Secondary School Science, Science Education, Science Instruction, Teaching Methods, Educational Games, Learning Modules, Game Based Learning, Grade 11, Entomology, Science Process Skills, Self Concept
DOI: 10.1002/tea.70046
ISSN: 0022-4308
1098-2736
Abstract: 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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504289
Database: ERIC
FullText Text:
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  Data: Instructional Modules Integrated with a Mobile Learning Game to Improve Senior High School Students' Science Learning and Science Identity
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Meng-Tzu+Cheng%22">Meng-Tzu Cheng</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1237-2955">0000-0003-1237-2955</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fu-Chung+Cheng%22">Fu-Chung Cheng</searchLink><br /><searchLink fieldCode="AR" term="%22Chang-Ching+Tien%22">Chang-Ching Tien</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Science+Teaching%22"><i>Journal of Research in Science Teaching</i></searchLink>. 2026 63(4-5):470-491.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 22
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+11%22">Grade 11</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Science%22">Secondary School Science</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Games%22">Educational Games</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Modules%22">Learning Modules</searchLink><br /><searchLink fieldCode="DE" term="%22Game+Based+Learning%22">Game Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+11%22">Grade 11</searchLink><br /><searchLink fieldCode="DE" term="%22Entomology%22">Entomology</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Process+Skills%22">Science Process Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink>
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  Data: 10.1002/tea.70046
– Name: ISSN
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  Data: 0022-4308<br />1098-2736
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: EJ1504289
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        Value: 10.1002/tea.70046
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      – Text: English
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        StartPage: 470
    Subjects:
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Secondary School Science
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Science Instruction
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Educational Games
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      – SubjectFull: Learning Modules
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      – SubjectFull: Game Based Learning
        Type: general
      – SubjectFull: Grade 11
        Type: general
      – SubjectFull: Entomology
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      – SubjectFull: Science Process Skills
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      – SubjectFull: Self Concept
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      – TitleFull: Instructional Modules Integrated with a Mobile Learning Game to Improve Senior High School Students' Science Learning and Science Identity
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