Proposal of personalised mobile game from inquiry-based learning activities perspective: relationships among genders, learning styles, perceptions, and learning interest

Abstract

This study is focused on the relationships among genders, learning styles, perceptions, and learning interest for physics learning supported by a digital game incorporated with scientific inquiry approach. Seventy-nine students participated in this experiment. The results of this study showed that perception about the digital game and learning interest are not significantly different among the different genders or learning styles; and there is significant association between genders and learning styles. Explanations and discussions of these results are offered. Although, this suggests the game need to provide the opportunities for interaction on game screen and with peers. The students showed the need of learning science in real phenomena by basing on the developed game corresponding their own prior-knowledge. In light of the previously mentioned, this paper extends the developed game and addresses the application proposal with the use of mobile devices to support personalised learning in authentic general science activities.