Designing physics game to support inquiry learning and to promote retrieval practice

Instruction in physics aims at achieving two goals: the acquisition of body of knowledge and problem solving skills in physics. This requires students to connect physical phenomena, physics principles, and physics sym-bols. Computer simulation provides students with graphical model that unites phenomenon and principles in physics. However, such minimally guided approach may harm learning since it overburdens the working mem-ory. Also, simulation is inadequate in promoting problem solving skills since students need to exercise with a variety of physics problems. Intelligent tutoring systems (ITS), in contrast, train students in solving physics problems. In this paper, we designed an online puzzle game in physics that combines simulation and pseudo-tutor (namely QTut). We addressed three challenges: extensibility, scalability, and reusability in designing our game. We conducted usability tests with 10 participants on the game prototype to study the user performances and perceptions for improvement. The results indicate the game as educative and moderately entertaining. The use of scaffolding in the game positively contributed to the game learning experience. Moreover, the game GUI expressed information well that made the game understandable, even with little instructions.