Incorporating digital play into scientific inquiry

Abstract

Play and inquiry have been recognised as effective facets of learning science (Vartiainen et al., 2020). Several researchers have highlighted the importance of incorporating digital play into K-12 students’ science education (Edwards, 2013; Hartas, 2020; Johnston, 2021). As a result of the increase in online learning and technology use in classrooms, there is a significant need to develop effective interventions for digital play and science inquiry. The goal of this paper is to explore the role of digital play in science inquiry by giving an account of previous research initiatives on digital play and science education. The findings suggest that with the appropriate strategies used, digital play can improve students’ experience during inquiry-based science activities.