A Study on Active Inquiry Learning Using Interactive Applications in Science Museum

Abstract

This study investigates the educational impact of digital learning tools such as interactive applications compared to video in promoting active inquiry learning in science museums. While digital learning tools are increasingly used in informal education, prior studies have largely focused on usability or factual knowledge, with limited attention to their alignment with constructivist learning or promotion of scientific reasoning. To address this gap, we developed two digital tools—an interactive application and a video—simulating scientific phenomena such as Mars’ retrograde motion and the water pearl phenomenon. A field experiment involving 42 eighth-grade students in Japan used a crossover design: one group used the interactive application before the video, and the other in reverse order. Evaluation included pre- and post-questionnaires and analysis of open-ended responses using statistical methods and text mining. Results showed that interactive applications significantly enhanced students’ interest, engagement, and exploratory behavior, while videos were more effective for structuring information and aiding retention. These findings suggest that interactive applications, when designed to support trial-and-error exploration and visual-numeric linkage, can effectively foster inquiry-based learning. The study highlights the importance of selecting media based on learning goals and stages and contributes design insights for developing digital tools in informal educational settings like science museums.