This quasi-experimental study investigated the effects of enhancing digital game-based science learning with the predict-observe-explain (POE) inquiry scaffolds. One hundred twenty seventh-grade students were assigned to either an experimental group or a control group. The two groups of students played the same game, but the experimental group additionally followed a POE inquiry guide in the gameplay. Students’ in-game performance and inquiry behaviors were examined along with their conceptual understanding of the physics concepts addressed in the game. The findings suggested that the group that followed the POE guide performed significantly better in both conceptual understanding and game performance. The analysis of the two groups’ inquiry behavioral data revealed different learning pathways, which shed light on how the inquiry scaffolds helped students in GBL. The article ends with practical implications for implementing game-based science learning.

中文翻译：

---

基于探究的数字游戏学习：对中学生在科学，游戏性能和行为方式上的概念理解的影响

这项准实验研究调查了使用预测观察解释（POE）查询支架增强基于数字游戏的科学学习的效果。一百二十个七年级学生被分配到实验组或对照组。两组学生玩的是同一游戏，但实验组在游戏过程中还遵循了POE查询指南。研究了学生在游戏中的表现和探究行为，以及对游戏中所涉及物理概念的概念理解。研究结果表明，遵循POE指南的小组在概念理解和游戏性能方面的表现均明显更好。两组查询行为数据的分析揭示了不同的学习途径，这阐明了探究支架如何帮助GBL的学生。本文最后介绍了实施基于游戏的科学学习的实际含义。