Case Study Description Evaluation Methodology The Water Cycle in Nature application was employed and evaluated as part of a case study carried out in a secondary school in Dublin, Ireland. Prior to carrying out the study, ethics approval was obtained from the Dublin City University Ethics Committee and this study meets all ethics requirements. All forms provided to teachers, learners and parents during the case study are listed in Table 1. Document/From Experimental Group Ethics Approval ? Consent Form (signed by parents) ? Assent Form (signed by students) ? Data Management Plan ? Plain language statement ? Table 1. NEWTON Project Water Cycle in Nature application documentation The case study presented in this paper involves the experimental group of learners and contains several steps, as described in Table 2. The experimental class interacted with the Water Cycle in Nature application and the purpose of this paper is to describe the Learner Satisfaction Questionnaire experimental group results, as it has been previously shown that the application succeeded to provide a statistically significant higher knowledge gain for the experimental group compared to the control group (Bogusevschi, et al., 2018). Activity Experimental Group Activity 1: Knowledge Pre-test ? Activity 2: NEWTON project Approach (Water Cycle in Nature application) ? Activity 3: Learner Satisfaction Questionnaire ? Activity 4: Knowledge Post-test ? Table 2. NEWTON project Water Cycle in Nature application case study activities Participants The case study presented in this paper was carried out in the Belvedere College Secondary School from Dublin, Ireland, where students of one first year class participated as the experimental group (N = 27), with ages between 12 and 13 years. Data Collection During the experimental group lesson, the Water Cycle in Nature application was visualised by students on the computer lab PCs, where each participating student had access to a PC. The experimental group teacher supervised the lesson and assisted students in providing directions of use. The Learner Satisfaction Questionnaire (LSQ) was provided to the experimental class and contained the following questions: 1. The video game and the experiments that I did in the lab from the video (this is called a virtual lab!) helped me to better understand vaporisation and condensation processes. 2. The video game and the experiments that I did in the virtual lab helped me to learn easier about the vaporisation and condensation processes. 3. I enjoyed this lesson that included the video game and the experiments in the virtual lab. 4. The experiments that I did in the virtual lab made the lesson more practical. 5. The video game distracted me from learning. 6. I would like to have more lessons that include video games and doing experiments in virtual labs. 7. Comments/Suggestions. The LSQ answers for Question 1 to Question 6 were on a 5-level Likert scale, ranging from strongly agree to strongly disagree and standard emojis were used. Results User Experience When evaluating user experience, questions 1 to 6 (Q1 to Q6) described in the Data Collection Section were investigated. Table 3 presents the obtained answers for the 5-level Likert scale - Strongly Agree (SA), Agree (A), Neutral (N), Disagree (D) and Strongly Disagree (D), showing a good user experience. It was noticed that over 74% of students found the Water Cycle in Nature application helpful in better understanding vaporisation and condensation (Q1). Approximately 67% of students believed the application helped them to learn easier about the topics at hand (Q2) and over 74% of students enjoyed the NEWTON project approach. Over half of experimental group students thought the application made the lesson more practical (Q4) and over 70% of students would like to have more lessons using the NEWTON project approach (Q6). Less than 15% of students believed the Water Cycle in Nature application distracted them from learning (Q5).

s A N No. of No. of No. of No. of No. of Students % Students %a Students % Students 0 Students Tttt 0 2 741 16 5926 7 0 10 10 5 2 0 4 11 9 3 0 0 4 37. 0 7. 3 i Qo6 11 40.74 8 2963 7 2593 0 0.00 1 3.70