Analysing user reviews of inquiry-based learning apps in science education

Liu, C; Bano, M; Zowghi, D; Kearney, M

Analysing user reviews of inquiry-based learning apps in science education

Liu, C Bano, M

Zowghi, D

Kearney, M

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Publisher:: Elsevier
Publication Type:: Journal Article
Citation:: Computers and Education, 2021, 164, pp. 104-119
Issue Date:: 2021-04-01

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Field	Value	Language
dc.contributor.author	Liu, C
dc.contributor.author	Bano, M https://orcid.org/0000-0002-1447-9521
dc.contributor.author	Zowghi, D https://orcid.org/0000-0002-6051-0155
dc.contributor.author	Kearney, M https://orcid.org/0000-0002-6396-0418
dc.date.accessioned	2021-11-03T02:50:36Z
dc.date.available	2020-12-29
dc.date.available	2021-11-03T02:50:36Z
dc.date.issued	2021-04-01
dc.identifier.citation	Computers and Education, 2021, 164, pp. 104-119
dc.identifier.issn	0360-1315
dc.identifier.issn	1873-782X
dc.identifier.uri	http://hdl.handle.net/10453/151326
dc.description.abstract	© 2020 Elsevier Ltd The science education community is increasingly valuing the use of mobile apps in inquiry-based learning (IBL) to improve learner’ attitudes and their understanding of science concepts. Although there exists a body of research on mobile apps used for IBL in science education, limited attention has been paid to linking apps' features with their pedagogical affordances. Our study addresses this research gap by evaluating science mobile learning apps with respect to IBL pedagogy. Nine functional features of apps that support educational aspects of inquiry-based pedagogy are identified from user reviews, including: fingertip interaction, graphics visualisation, informative materials, location-based services, offline access, search by question, timeline scrolling, user tutorials, and zoom control. The information contained in the version history of the apps is analysed and four educational aspects of IBL supported by the nine functional features are identified as: motivation, conceptualisation, exploration, and conclusion. We have further compared the evolution of the functional features of apps to the educational aspects of inquiry-based pedagogy identified from different versions of apps. The findings of this study show the trend of updated functional features that support IBL and inform practitioners seeking to improve their use of mobile apps to support students' learning in science. We conclude by proposing areas of future research in this field.
dc.language	English
dc.publisher	Elsevier
dc.relation	http://purl.org/au-research/grants/arc/DP150101214
dc.relation.ispartof	Computers and Education
dc.relation.isbasedon	10.1016/j.compedu.2020.104119
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1301 Education Systems, 1302 Curriculum and Pedagogy, 1303 Specialist Studies in Education
dc.subject.classification	Education
dc.title	Analysing user reviews of inquiry-based learning apps in science education
dc.type	Journal Article
utslib.citation.volume	164
utslib.for	1301 Education Systems
utslib.for	1302 Curriculum and Pedagogy
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Research)
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Strength - HCTD - Human Centred Technology Design
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Computer Science
pubs.organisational-group	/University of Technology Sydney/DVC (Research)/Graduate Research School
utslib.copyright.status	closed_access	*
pubs.consider-herdc	true
dc.date.updated	2021-11-03T02:50:34Z
pubs.publication-status	Published online
pubs.volume	164

Abstract:

© 2020 Elsevier Ltd The science education community is increasingly valuing the use of mobile apps in inquiry-based learning (IBL) to improve learner’ attitudes and their understanding of science concepts. Although there exists a body of research on mobile apps used for IBL in science education, limited attention has been paid to linking apps' features with their pedagogical affordances. Our study addresses this research gap by evaluating science mobile learning apps with respect to IBL pedagogy. Nine functional features of apps that support educational aspects of inquiry-based pedagogy are identified from user reviews, including: fingertip interaction, graphics visualisation, informative materials, location-based services, offline access, search by question, timeline scrolling, user tutorials, and zoom control. The information contained in the version history of the apps is analysed and four educational aspects of IBL supported by the nine functional features are identified as: motivation, conceptualisation, exploration, and conclusion. We have further compared the evolution of the functional features of apps to the educational aspects of inquiry-based pedagogy identified from different versions of apps. The findings of this study show the trend of updated functional features that support IBL and inform practitioners seeking to improve their use of mobile apps to support students' learning in science. We conclude by proposing areas of future research in this field.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/151326