Element Enterprise Tycoon: Playing Board Games to Learn Chemistry in Daily Life

Tsai, Jen Che; Chen, Shih Yeh; Chang, Chun Yen; Liu, Shiang Yao

doi:10.3390/educsci10030048

Cited by 20 publications

(14 citation statements)

References 19 publications

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“…Tabletop games have been shown to improve students' knowledge of anatomy (Anyanwu, 2014), astronomy (Cardinot & Fairfield, 2019), and chemistry (Tsai et al, 2020) to name a few topics. But content acquisition is not enough, thinking like a scientist is complex.…”

Section: Discussionmentioning

confidence: 99%

“What if We Explore…” Promoting Engaged Learning and Collaboration with MOUNTAIN RESCUE

Bressler

Tutwiler

Siebert-Evenstone

et al. 2022

Simulation & Gaming

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Background According to the Committee on STEM Education, K-12 science students need access to learning experiences that promote collaboration and engagement. To fill that void, we need to develop activities that stimulate engaged learning and scaffold effective collaboration. K-12 teacher candidates see value in utilizing games for this purpose. Specifically, tabletop science games can help teachers engage students in science learning and scaffold collaboration. Aim For this study, we designed a collaborative, STEM-themed card game called MOUNTAIN RESCUE and explored its capacity to promote engaged learning and collaboration. Method Four groups of STEM campers (n = 14) in a suburban Mid-Atlantic region played MOUNTAIN RESCUE. All groups had a mix of boys and girls. Play-testers ranged from 10–13 years old. The tabletop game took approximately 30-minutes. During gameplay, players embodied unique STEM roles: physicist, chemist, structural engineer, and electrical engineer. They collaborated to solve challenges related to electricity, physics, chemistry, and engineering design. Discourse was audio-recorded throughout gameplay. Immediately after gameplay, self-report survey data were collected to assess flow and perceptions of collaborative learning. Results Findings demonstrated that the game promoted engagement and collaboration. Specifically, students had a flow-like experience and felt positively about the game's value for collaborative learning. Utterances demonstrating active engagement and constructive thinking became more group-focused over time. Conclusion This study contributes to science education by demonstrating potential benefits of a well-designed, low-tech, science learning environment or—in other words—a tabletop game.

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Section: Discussionmentioning

confidence: 99%

“What if We Explore…” Promoting Engaged Learning and Collaboration with MOUNTAIN RESCUE

Bressler

Tutwiler

Siebert-Evenstone

et al. 2022

Simulation & Gaming

View full text Add to dashboard Cite

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“…PBP dapat dihasilkan dengan menggabungjalinkan elemen-elemen gamifikasi seperti papan mata, tahap, ganjaran, peraturan dan persaingan ke dalam alat bantu mengajar yang sedia ada bagi menarik minat dan kecenderungan murid dalam pembelajaran (Thibaut et al, 2018). Penggunaan papan dan kad permainan dalam PBP sangat popular di luar negara dan terbukti memberi impak yang positif kepada murid mahupun guru (Gogal, Heuett & Jaber, 2017;Kavak & Yamak, 2016;Martí-Centelles & Rubio-Magnieto, 2014;Tsai, Chen, Chang & Liu, 2020). Antara peralatan permainan yang digunakan secara meluas dalam pembelajaran kimia adalah seperti kad permainan, papan permainan, komputer permainan secara interaktif dan permainan secara mobile (Miller, Wentzel, Clark & Hurst, 2019).…”

Section: Pengenalanunclassified

A Needs Analysis for The Game-Based Learning Tools Development for Form Four Chemistry Subject

Mat Napes,

Mohamad Sharif

2022

JSML

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This study was conducted specifically to identify the problems faced by students and teachers in mastering the salt preparation content standard (CS) and to identify the needs to develop a Game-Based Learning (GBL) tool for the CS. The research approach is quantitative method using survey design. The researchers prepared a survey using the Google Forms and disseminated it randomly using Telegram and WhatsApp applications. Two hundred twenty-four (224) students and two hundred and seven (207) teachers in Malaysia mainly in Selangor, Kuala Lumpur and Perak responded to the survey. Data has been analysed descriptively. The survey results revealed that 80.4% students and 86.5% teachers agreed on the difficulty in learning the preparation of salts CS. Difficulties stated by students were too many facts to remember (86.1%), having difficulty answering experimental questions related to salt CS (77.2%) and practical implementation in school less helpful in mastering salt preparation method completely (75%). Teachers also agreed that the experimental activities conducted did not guarantee students’ understanding of the salt CS (75.8%) and students failed to answer questions related to experiments on the salt CS (78.3%). Besides, 87.9% of students and 84.5% of teachers agreed to incorporate the game-based learning method. The survey showed students chose the type of game through smartphones (62.1%), board games (51.8%) and card games (49.6%). In contrast to teachers, namely card games (66.7%), board games (58.5%) and smartphones (54.1%). The need analysis study conducted has helped the researchers to identify the types of game-based learning tool, which is pre-laboratory activity with combination of board and card games. The research produced can guide educators produce teaching tools that are appropriate to the problems and needs of students today.

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“…Hal ini sesuai dengan penelitian yang menunjukkan bahwa penggunaan teknologi, terutama teknologi smartphone berbasis Android dalam pembelajaran mampu meningkatkan ketertarikan peserta didik sehingga pembelajaran di kelas menjadi lebih efektif yang berdampak pada peningkatan kemampuan akademik (Ghavifek, S., 2015;Ulfa, A. M., 2017). Peningkatan kemampuan kognitif siswa salah satunya dikarenakan peningkatan motivasi belajar melalui media pembelajaran yang mampu mengembangkan kompetensi ilmiah siswa, seperti pemecahan masalah dalam menyelesaikan suatu permainan (Tsai, J. C., 2020)…”

Section: Pendahuluanunclassified

Meningkatkan Kemampuan Kognitif Kimia Siswa SMA Melalui Pengembangan Media Pembelajaran Berbasis Android

Lukman

Ulfa²

2020

JINOTEP

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Tujuan penelitian ini adalah untuk mengetahui kualitas media pembelajaran berbasis Android materi tata nama senyawa Kimia mengetahui perbedaan peningkatan kemampuan kognitif siswa SMA yang menggunakan mediapembelajaran pembelajaran berbasis Android materi tata nama senyawa Kimia dengan pembelajaran menggunakan LKS. Metode yang diguankan dalam penelitian ini adalah R&D yang didaptasi model pengembangan Borg & Gall dan 4D. Hasil dari pengembangan media pembelajaran berbasis android pada materi tata nama senyawa menunjukkan bahwa media yang dikembangkan layak untuk diaplikasikan dan memiliki kualitas sangat baik, baik dari aspek materi ataupun media. Kemudian, media pembelajaran yang dikembangkan juga mampu meningkatkan Kemampuan Kognitif Siswa setelah diaplikasikan ke dalam pembelajaran. Hal ini terbukti dari hasil uji hipotesis yang menunjukkan adanya perbedaan peningkatan Kemampuan Kognitif Siswa yang menggunakan media yang dikembangkan dengan yang menggunakan LKS.

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Element Enterprise Tycoon: Playing Board Games to Learn Chemistry in Daily Life

Cited by 20 publications

References 19 publications

“What if We Explore…” Promoting Engaged Learning and Collaboration with MOUNTAIN RESCUE

“What if We Explore…” Promoting Engaged Learning and Collaboration with MOUNTAIN RESCUE

A Needs Analysis for The Game-Based Learning Tools Development for Form Four Chemistry Subject

Meningkatkan Kemampuan Kognitif Kimia Siswa SMA Melalui Pengembangan Media Pembelajaran Berbasis Android

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