Science teachers’ experiences of inquiry-based learning through a serious game: a phenomenographic perspective

Smart Learning Environments

Table 1 Characteristics of the sample

Teaching	IBL teaching	Teaching via SGs	Playing DGs	Science subjects	Gender
20 years	5 years	6 years	None	PH	Female
20 years	5 years	5 years	4 years	CH	Male
20 years	2 years	4 years	4 years	BI	Male
15 years	3 years	None	5 years	PH	Male
13 years	4 years	3 years	6 years	PH & BI	Female
13 years	3 years	2 years	None	BI	Female
12 years	1 year	None	3 years	PH	Female
12 years	6 months	3 years	2 years	BI	Male
12 years	4 years	None	3 months	CH	Male
11 years	6 years	2 years	2 years	PH	Male
11 years	6 months	6 months	None	BI	Male
11 years	2 years	None	3 months	PH	Female
10 years	5 years	3 months	10 years	CH	Female
8 years	3 years	None	3 years	BI	Male
8 years	2 years	None	1 year	PH	Male
6 years	4 years	2 years	None	PH	Female
6 years	5 years	3 years	2 years	PH	Female
5 years	1 year	None	4 years	BI	Female
3 years	1 year	None	1 year	PH	Female
3 years	6 months	6 months	5 years	BI	Female