Table 2 Categories of description on experiences of IBL through Simaula

A

IBL through Simaula as uncovering insights about students’ learning needs, interests and emotions

I have selected choices to learn more about them (P13, Jacob). I chose options for exchanging content about CO2 (P17, Alex). This IBL choice shows what they feel via the visual engagement icons and meters (P3, Nick).

B

IBL through Simaula as generating ideas and concepts for meaningful inquiry

I picked choices to sketch (P11, Sara). I saw this ‘thinking’ icon something meaningful came up. (P5, George). Asked about CO2, they responded and I probed again. (P12, Rory). I perceived that an increase of the comprehension meter partly showed me that the student is thinking so trying to make meaning out of something; I was trying to find choices that made students to tell me what they think (P1, Bianca).

C

IBL through Simaula as a set of operations for designing and carrying out scientific research

I observed students starting to collect information, observing the lights, (P6, Jane). It depicts the basics of research (P18, Luka). I chose for NPCs to start analysing, see what to measure, and taking the lead (P19, Sheena).

D

IBL through Simaula as authentic inquiry for enabling knowledge building processes

Just wanted to do science (P10, Amanda). One NPC described it very accurately as being an actual scientist (P15, Linda). This is what inquiry is, thinking and reflecting as a scientist (P15, Linda).