Interactions 500: Design, Implementation, and Evaluation of a Hybrid Board Game for Aiding Students in the Review of Intermolecular Forces During the COVID-19 Pandemic

Silva, José Nunes da; Oliveira, José Mariano de Sousa; Winum, Jean‐Yves; Leite, Antonio José Melo; Alexandre, Francisco Serra Oliveira; Nascimento, David Macedo do; Sousa, Ulisses Silva de; Pimenta, Antônia Torres Ávila; Monteiro, André Jalles

doi:10.1021/acs.jchemed.0c01025

Cited by 27 publications

(26 citation statements)

References 22 publications

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“…da Silva et al (2020a) designed an interactive game-based application (Interactions 500) aimed to help students review concepts related to intermolecular forces in a collaborative environment. This game was originally designed to be used by students in the classroom; however, the interruption of faceto-face classes due to the COVID-19 pandemic required to use it remotely.…”

Section: Chemistry Learningmentioning

confidence: 99%

Gamification as Online Teaching Strategy During COVID-19: A Mini-Review

2021

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The ongoing pandemic caused by coronavirus disease 2019 (COVID-19) has enforced a shutdown of educative institutions of all levels, including high school and university students, and has forced educators and institutions to adapt teaching strategies in a hasty way. This work reviews the use of gamification-based teaching during the pandemic lockdown through a search in Scopus, PsycINFO, ERIC, and Semantic Scholar databases. A total of 11 papers from Chemistry, Business, Computer Science, Biology, and Medical areas have been identified and included in the present work. All of them analyzed the use of gamification strategies during the COVID-19 pandemic and assessed student’s learning and motivation outcomes. In general, students reported that gamification was innovative, engaging, and an efficient strategy to deliver curricula material; moreover, it was perceived as a fun activity. Some students reported that gamified videoconferences aided to connect with their classmates during isolation time providing effective social support. However, some students reported a bad physical or psychological condition, as consequence of the confinement, and did not get involved in the activity. Some weaknesses of the reviewed studies are the small sample size and its homogeneity, which makes it difficult to generalize their results to other scenarios and academic areas. Furthermore, although there is a feeling of learning during the activity, this result is mainly based on subjective perceptions, and any of the studies demonstrated that superior learning was achieved in comparison with traditional teaching strategies. Nevertheless, gamification can be implemented together with traditional lectures and can be a valuable instrument during post-COVID times.

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Section: Chemistry Learningmentioning

confidence: 99%

Gamification as Online Teaching Strategy During COVID-19: A Mini-Review

2021

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“…The use of this method has produced positive results in the COVID-19 context ( Nieto-Escamez and Roldán-Tapia, 2021 ; Rincon-Flores and Santos-Guevara, 2021 ). Moreover, gamification has been used in different subjects, such as business ( Pakinee and Puritat, 2021 ), computer sciences ( Liénardy and Donnet, 2020 ), and chemistry learning ( da Silva Júnior et al, 2020a , b ), as well as biological sciences courses, such as biology ( Kalleny, 2020 ; Lobet et al, 2021 ), microbiology ( Dustman et al, 2021 ), physiology ( Moro et al, 2020 ; Hennekes et al, 2021 ; Herkes et al, 2021 ; Kane et al, 2022 ), and medical and nursing education ( Gentry et al, 2019 ; Malicki et al, 2020 ; O’Connell et al, 2020 ; van Gaalen et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Serious Games as a Method for Enhancing Learning Engagement: Student Perception on Online Higher Education During COVID-19

2022

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The COVID-19 pandemic has enforced social isolation in many countries worldwide, which forced teachers at all levels of education, including the university context, to adapt new teaching strategies. This study presents a method developed in this regard, that is, serious games were used as a complement to synchronous online classes to ensure the continuity of pedagogical activities in a physiology course at Universidad Andrés Bello, Chile. Using serious games is a strategy in the field of gamification, which is a commonly used learning strategy for online teaching as necessitated by COVID-19. This study is quantitative in nature and conducted a questionnaire survey on 108 second-year undergraduate nursing students to determine their perception about this innovation. The results demonstrate that the students well valued the proposed pedagogical innovative model in terms of motivation and engagement. Moreover, they reported that the model can serve as a meaningful learning experience. These perceptions suggest that the model is an efficient strategy for implementing the physiology curricula in the context of online teaching. Moreover, the results imply that the model should be applied to other courses and disciplines in the undergraduate program and provide support that it is a valid strategy for face-to-face teaching. Lastly, the finding points to the potential of the model to be explored as a learning strategy in the age of education post-COVID-19.

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“…They have published ninety-three papers on educational games and their positive impacts on students’ learning in many areas of chemistry. However, only 15 of them focus on a few topics related to structural theory or intermolecular forces. − Only the Time Bomb Game covers all subjects, but it is an application not focused on promoting students’ interaction …”

Section: Introductionmentioning

confidence: 99%

STR120: A Web-Based Board Game for Aiding Students in Review of the Structural Theory of Organic Compounds

et al. 2022

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This paper provides information about a multilingual (Portuguese, English, Spanish, Italian, and French) virtual card game for computers and smartphones. Facing the disruption caused by the Covid-19 pandemic, this game allows students to play remotely or face-to-face with friends in a fun and cooperative environment and review the topics related to the structural theory of organic compounds simultaneously. Brazilian and Italian undergraduate students played and evaluated the game positively. Also, learning assessments revealed that the game promotes learning equivalent to the traditional solving-problem classes. Therefore, the game is a playful alternative method to the conventional educational strategies for reviewing the content related to the structural theory of organic compounds in a fun way in a collaborative environment in which the students discuss the answer to each question.

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Interactions 500: Design, Implementation, and Evaluation of a Hybrid Board Game for Aiding Students in the Review of Intermolecular Forces During the COVID-19 Pandemic

Cited by 27 publications

References 22 publications

Gamification as Online Teaching Strategy During COVID-19: A Mini-Review

Gamification as Online Teaching Strategy During COVID-19: A Mini-Review

Serious Games as a Method for Enhancing Learning Engagement: Student Perception on Online Higher Education During COVID-19

STR120: A Web-Based Board Game for Aiding Students in Review of the Structural Theory of Organic Compounds

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