This review is in response to “Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: a literature review,” by Zacharia et al. (Educ Technol Res Dev 63:257–302, 2015). This review is focused on the perspective of a high school teacher or college professor attempting to provide a computer supported inquiry learning (CoSIL) environment for use online or in a classroom. The impact of Zacharia et al. is strong, as it is an excellent summary of (1) the optimal phases of inquiry based learning (IBL) experience and (2) the categories of guidance that that are effective at fostering student progress through IBL experiences. Application of this paper is as a Rosetta Stone to allow teachers, game designers and education researchers to communicate and build in the same space to create a blended experience. The limitation of this paper is that there are not yet very many studies of guidance and its effect on computer assisted IBL. Future suggestions are for teachers to use computer based simulations, add discussion and simple, real life activities to provide optimal IBL experience. Teachers can add their own guidance to support computer based simulations thus providing an enhanced experience for shifting to digital.

这篇评论是对Zacharia等人的“在科学中使用虚拟和远程实验室时，确定支持学生查询的潜在指导类型：文献综述”的回应。（Educ Technol Res Dev 63：257–302，2015）。这篇评论的重点是高中老师或大学教授试图提供一种计算机支持的查询学习（CoSIL）环境以用于在线或在课堂上使用的观点。Zacharia等人的影响。强大的总结，因为它是（1）基于探究式学习（IBL）经验的最佳阶段和（2）通过IBL经验有效促进学生进步的指导类别的出色总结。本文的应用是作为Rosetta Stone允许教师，游戏设计师和教育研究人员可以在同一空间进行交流和构建，以创造混合体验。本文的局限性在于，关于指导及其对计算机辅助IBL的影响的研究还很少。未来的建议是让教师使用基于计算机的模拟，进行讨论和进行简单的现实生活活动，以提供最佳的IBL体验。教师可以添加自己的指导来支持基于计算机的模拟，从而为转换为数字提供了增强的体验。