Table 4 Dimensions of variation with representative quotations for each category

Focus on epistemic IBL modes

A: Learning what NPCs know, how they learn, how they feel about what they learn (P1, Bianca). B: Choosing to create meaning through visualising an idea (P3, Nick). C: Observing, collecting and analysing evidence (P16, Jonas). D: Investigating CO2 hypothesis this is what research is about (P17, Alex).

Role of teacher

A: It was a way to see what they feel and need. (P20, Anna). B: Having them sketch something, externalise it […] (P12, Rory). C: I was acting as their partner from the way my selected options were expressed. (P4, John). Helping NPCs to experience what real science is […] (P18, Luka).

Role of student

A: Finding more information about gamma rays (P5, George). B: Picking to draw an idea and then they started being more responsive (P3, Nick). C: Game-students suggested how to tackle experiments (P10, Amanda). D: Students in-game role was how to experiment with science (P15, Linda).

Focus on game-play

A: It is like playing a game, just need to win (P17, Alex). B: Difficult to grasp the association between the choices (P7, Lina). C: Trying to improve the way I understand inquiry (P20, Anna) D: Getting my NPCs to collect data, can do this in class (P15, Linda).

Focus on core SGMs

A: Playing the tutorial first (P13, Jacob). B: Wondering how the dialogues are connected (P16, Jonas). C: Quick answers and fast responses (P5, George). D: I took the time to think over my choice. (P10, Amanda).

Feedback and progress mechanics

A: I see a connection between XPs, meters and dialogue ratings. (P1, Bianca). B: Got a C grade, need to try harder (P12, Rory). C: The avatar made me re-think my strategy (P17, Alex). D: I searched the activity log to find a previous dialogue, which I could adopt to my teaching (P14, Alice).

Game uncertainty

A: Not sure what the rules are (P19, Sheena). B: I will not finish this level today (P10, Amanda). C: I randomly tried different choices to resonate how inquiry unfolded (P11, Sara). D1: I can’t match what inquiry represents in the game with the purpose it brings to my classroom (P7, Lina). D2: Inquiry requires time, resources and institutional support for doing it properly (P3, Nick).