Tug of War: What is it Good For? Measuring Student Inquiry Choices in an Online Science Game

Abstract

We designed and tested a computer game to measure middle-schoolers' science inquiry. In the game, students can run experiments or answer challenge questions. Students who use more of their chances for experimentation performed better on challenge questions and a posttest. Shorter times per experiment were associated with higher science grades. Choices to engage in inquiry predicted academic achievement better than accuracy. We conclude that science-learning assessments should measure inquiry choices in addition to knowledge.