Inquiry-based learning is fundamental for the development of higher order thinking skills that guides learners to inquire meaningful questions that led to relevant answers, therefore awaken learners’ curiosity and wonder. Re-cent ameliorations in technology have captivated the enthusiasm of both educators and researchers to develop inquiry-based classroom activities that emphasize the application of educational technology in the domain of school science education. Thus, we have designed a learning application “AIBASE”, which assists primary school students in generating hypotheses during Science experiments. The instructional framework was used to scru-tinize the effectiveness of using “AIBASE” in aiding the learning process. The results implied improvements in students’ performance level. In addi-tion, this paper also highlights the main criteria for inquiry-based learning.
Dijkstra algorithm is important to be understood because of its many uses. However, understanding it is challenging. Various methods to teach and learn had been researched, with mixed results. The study proposes questionled approach of the algorithm in a game-based learning context. The game designed based on an existing game model, developed and tested by students. Pre- and post-game tests compared and game feedback survey analysed. Results showed that students’ performance in graph data structure Dijkstra algorithm improved after playing the game where post-test mark was higher than pre-test. Game feedback were mostly positive, with areas of improvement. Students may use the game as a learning tool for self-regulated learning. Educators may get some ideas on how to design teaching tool using question-led approach.
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