CountQuest: A Card Game Played on Zoom for Revising Effective Atomic Number Concept

Tan, Justina Hui Ru; Ang, Wee Han; Foo, M. L.

doi:10.1021/acs.jchemed.1c01286

Cited by 3 publications

(3 citation statements)

References 23 publications

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“…A closer look at the conceptual dimensional normalized gain of each of the students again reveals that 90% of them demonstrated a high level of learning achievement (Figure b). These findings are likely to be attributable to the students’ repeated hands-on practice and resultant conceptual development during the game playing session. , …”

Section: Resultsmentioning

confidence: 99%

“…Following the discussion, the students were asked to complete a worksheet upon which they wrote their answers to mole calculation revision questions. All of the questions were framed from the instructional content presented in the board gamea step which enhances the sense of touch and thus potentially contributes to deeper learning. , Additionally, the students were given a special question involving the conversion of mass to particles that they needed to solve independently without any teacher assistance.…”

Section: Research Methodologymentioning

confidence: 99%

“…These findings are likely to be attributable to the students' repeated hands-on practice and resultant conceptual development during the game playing session. 46,56 Conversely, their conceptual dimensional normalized gain pertinent to the conversion of the quantity of a substance from a mole unit to a given unit equaled 0.65 indicating a moderate level of achievement (Table 2). Examples of the correctly and erroneously calculated answers with reverse mole conversion are displayed in Table 3.…”

Section: Students' Learning Achievement After the Incorporation Of Th...mentioning

confidence: 99%

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Learning Mole Calculation through a Board Game in an Engaging and Enjoyable Environment: Design, Implementation, and Evaluation

Saithongdee,

Sirirat

2024

J. Chem. Educ.

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Board games have been used as instructional tools for a wide array of subjects from primary to secondary levels. The present study aimed to develop and apply a novel board game for the instruction of content relating to mole conversion through dimensional analysis in a grade 10 class of 29 students. To assess their knowledge prior to and after implementation of the board game, a test comprising 10 items totaling 30 points was administered. A survey questionnaire was then used to evaluate their attitudes toward the board game. It was found that the students' post-test score (23.90 ± 5.70) was significantly higher than their pre-test score (3.79 ± 3.22) using the paired-samples t test with the class normalized gain standing at a high level (⟨g⟩ = 0.77). In addition, the students viewed the board game positively, assigning high ratings to most of the statements constituting the questionnaire, especially enjoyment (4.60 ± 0.55) and engagement (4.31 ± 0.74). These findings suggest that the application of a board game for instructional purposes is likely to promote an active, engaging, and enjoyable learning experience. Also, it will effectively equip students with mole calculation skills as well as an understanding of the relationships between mole, mass, volume, and number of particles. It is hoped that the board game presented in this research can serve as a model from which to design a similar tool for the instruction of chemistry topics.

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Section: Resultsmentioning

confidence: 99%

Section: Research Methodologymentioning

confidence: 99%

Section: Students' Learning Achievement After the Incorporation Of Th...mentioning

confidence: 99%

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Learning Mole Calculation through a Board Game in an Engaging and Enjoyable Environment: Design, Implementation, and Evaluation

Saithongdee,

Sirirat

2024

J. Chem. Educ.

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Colloidal Cards: Effects of Game-Based Learning on Student’s Achievements in Colloidal Science

Gómez,

Sousa,

Serrà

2024

J. Chem. Educ.

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Educational games garnered significant attention as effective learning tools, blending proven efficiency in improving learning outcomes with engaging and appealing environments that foster peer collaboration. Despite the central role of colloids in chemical applications, colloidal chemistry is often addressed superficially or qualitatively in many university settings, frequently relegated to noncompulsory subjects. Yet, the profound industrial and technological applications of colloidal chemistry, spanning fields like food, biomedicine, and paints, make it one of the most socially and economically impactful branches of chemistry globally. Hence, there is a pressing need to create effective tools that facilitate the teaching of colloidal systems, aiding in the comprehensive understanding of their characteristics and properties. This paper introduces a novel educational game named "Colloidal Cards" designed as an auxiliary tool for teaching and learning colloidal systems. The game aims to achieve three primary objectives: (i) facilitate the identification of everyday and industrial colloidal systems; (ii) impart knowledge on the key physicochemical properties of colloidal systems; and (iii) enhance comprehension of the stability of colloidal systems and the mechanisms to destabilize them.

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Solving the Chemistry Puzzle—A Review on the Application of Escape-Room-Style Puzzles in Undergraduate Chemistry Teaching

Clapson,

Schechtel,

Davy

et al. 2024

Education Sciences

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Active learning techniques are taking the classroom by storm. Numerous research articles have highlighted the benefits of active learning techniques on student understanding, knowledge retention, problem solving, and teamwork. One avenue to introduce active learning into the classroom is the gamification of course learning content. Educational escape rooms are one such example in which students solve a series of puzzles related to course content to “escape” within a set time frame. Escape games play an interesting role in motivating students, building communication skills and allowing for multimodal learning, having been shown to increase students’ test results and enjoyment of the course content. In lieu of the traditional escape room format, a fully immersive room(s) with classical escape room puzzles (finding items, riddles, alternative locking mechanisms) is used alongside learning activities, and educators have begun to develop truncated activities for easier applications in larger classrooms. In this review, we explore several escape room activities: immersive, paper-based, Battle Boxes, condensed escape activities, and online/virtual, providing examples of the types of puzzles included therein. We similarly discuss the creation of escape room materials and recommendations for the interested educator, as well as the learning benefits of engaging in puzzle development. Finally, we provide an overview on methods to assess active learning through escape rooms, establishing an overview of empirical evidence towards their effectiveness as a learning tool.

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CountQuest: A Card Game Played on Zoom for Revising Effective Atomic Number Concept

Cited by 3 publications

References 23 publications

Learning Mole Calculation through a Board Game in an Engaging and Enjoyable Environment: Design, Implementation, and Evaluation

Learning Mole Calculation through a Board Game in an Engaging and Enjoyable Environment: Design, Implementation, and Evaluation

Colloidal Cards: Effects of Game-Based Learning on Student’s Achievements in Colloidal Science

Solving the Chemistry Puzzle—A Review on the Application of Escape-Room-Style Puzzles in Undergraduate Chemistry Teaching

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