This article on IndagApp offers a compelling example of how applied research in science education can generate relevant, scalable technological solutions for the classroom. Designed for students aged 10 to 14, the application integrates the five classical phases of scientific inquiry, from formulating questions to engaging in discussion, within an interactive and accessible environment.
Its design goes beyond simply digitizing existing practices, incorporating principles of pedagogical scaffolding and curricular alignment with Spain’s LOMLOE framework. In doing so, it directly addresses the barriers that have historically hindered the implementation of inquiry-based learning in schools: lack of resources, limited laboratory access, and insufficient teacher training.
The usability study—grounded in a mixed-methods design and evaluated by a multidisciplinary panel of experts—constitutes a particularly robust methodological foundation. Quantitative findings reveal high levels of acceptance and ease of use, while qualitative analysis offers valuable insights for refining the user experience: enhanced feedback in each phase, technical and graphical improvements, and interface adaptations to meet students’ cognitive and motivational needs. This combination of objective metrics and expert perceptions not only refined the tool itself but also produced a replicable framework for assessing other inquiry-oriented digital resources.
Beyond its technical strengths, IndagApp embodies a strategic pedagogical vision: integrating digital technologies as mediators of scientific thinking, rather than mere visual or recreational aids. Its potential lies in enabling active, investigative, and context-rich learning experiences that strengthen scientific literacy from an early stage.
The challenge now, and the opportunity for future research, is to assess its real impact on conceptual understanding, motivation toward science, and the development of both digital and scientific competencies over sustained use. In this sense, IndagApp is not just an application, but a case study in how instructional design, technology, and educational research can converge into a transformative learning resource.
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How to Cite: Yánez Pérez, I., Toma, R. B., & Meneses Villagrá, J. Ángel. (2024). Design and usability of IndagApp: an app for inquiry-based science education. RIED-Revista Iberoamericana de Educación a Distancia, 27(2), 223–245. https://doi.org/10.5944/ried.27.2.39109
