The science of play: Assessing learner agency in virtual inquiry-based environments

This study presents the design and pilot implementation of ALIVE (Agency for Learning in Immersive Virtual Environments), a virtual inquiry-based learning environment developed to foster learner agency, self-regulation, and inquiry reasoning. Grounded in the Agency for Learning (AFL) and Evidence-Centered Game Design (ECGD) frameworks, ALIVE engages learners in a scaffolded ecological investigation requiring evidence collection, hypothesis testing, and causal explanation.The research explored how ALIVE supports agency-related behaviors—intentionality, forethought, self-regulation, self-reflection—and inquiry reasoning competencies. Nine middle and high school students participated in a pilot study involving think-aloud protocols, screen recordings, and post-task interviews. Findings reveal that learners demonstrated agentic decision-making and iterative reasoning, supported by adaptive scaffolding and embedded feedback mechanisms. Participants used digital tools and non-playable characters to engage in evidence-based inquiry, with many showing increased confidence and persistence in problem-solving.The results suggest that integrating AFL and ECGD provides a replicable model for aligning learner autonomy with structured, competency-based assessment in immersive environments. While findings are limited by the small sample and short-term engagement, the study contributes to the theoretical advancement of agency in game-based learning and highlights design principles for supporting inquiry-driven learning in digital education. Future work should examine scalability, long-term learning outcomes, and the integration of adaptive feedback across diverse disciplinary contexts.