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The multifaceted definitions of the concept of energy often result in an indirect and non-intuitive understanding, presenting it as an abstract and polymorphic entity that poses substantial educational challenges for both teachers and students. This paper presents the development and evaluation of V.E.H.I.C.L.E. (Virtual Educational Hub of Interactive Conceptual Learning of Energy), a mobile application designed to support inquiry-based and game-based learning while addressing common alternative ideas. The intervention, requiring minimal orientation due to students’ existing familiarity with mobile devices and complex gaming environments, consisted of 10 instructional hours featuring interactive simulations, guided experiments, and embedded formative assessments. A pre- and post-test design with a sample of 48 students yielded a statistically significant improvement in conceptual understanding (mean increase: 25.71%, SD = 6.6). The results underscore the pedagogical potential of mobile applications that integrate inquiry-driven strategies in science education. Study limitations and implications for classroom practice are discussed.

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Using Mobile Inquiry-Based Learning as a V.E.H.I.C.L.E to Enhance Understanding of Mechanical and Light Energy

  • 会议论文

  • 发表日期：

    2026年

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  • Nikolaos Mitrakas,
  • Charilaos Tsihouridis,
  • Antonios Karavasilis,
  • Marianthi Batsila

摘要

The multifaceted definitions of the concept of energy often result in an indirect and non-intuitive understanding, presenting it as an abstract and polymorphic entity that poses substantial educational challenges for both teachers and students. This paper presents the development and evaluation of V.E.H.I.C.L.E. (Virtual Educational Hub of Interactive Conceptual Learning of Energy), a mobile application designed to support inquiry-based and game-based learning while addressing common alternative ideas. The intervention, requiring minimal orientation due to students’ existing familiarity with mobile devices and complex gaming environments, consisted of 10 instructional hours featuring interactive simulations, guided experiments, and embedded formative assessments. A pre- and post-test design with a sample of 48 students yielded a statistically significant improvement in conceptual understanding (mean increase: 25.71%, SD = 6.6). The results underscore the pedagogical potential of mobile applications that integrate inquiry-driven strategies in science education. Study limitations and implications for classroom practice are discussed.