Promoting Student Thinking and Engagement Through Question-Based and Gamified Learning

Valderama, Arlene Mae C.; Garcia, Manuel B.; Tuazon, John Byron D.

doi:10.1109/hnicem57413.2022.10109470

Cited by 14 publications

(1 citation statement)

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“…For instance, researchers (e.g., Bragg, 2007;Mavridis et al, 2017) have utilized digital games as supplementary teaching tools in mathematics education and found that the implementation of DGBL positively influenced students' attitudes towards the subject. This positive impact can be attributed to the enjoyable learning experience during gameplay (Howard, 2023;Valderama et al, 2022), which potentially leads to a shift in attitudes and an increased appreciation for mathematical concepts. Notably, this finding underscores the significant motivational appeal of DGBL, making even complex subjects like Mathematics more engaging and enjoyable (Lozano et al, 2023).…”

Section: Students' Attitude Towards Playing Digital Gamesmentioning

confidence: 99%

What Do Students Think of Mobile Chemistry Games?

Garcia

Barrientos

2023

International Journal of Game-Based Learning

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The impact of digital games on chemistry education has received less attention compared to other scientific fields. This research gap resulted in a limited understanding of how to effectively design mobile chemistry games (MCG) distinct from non-science mobile learning games (MLG). This study aims to explore students' attitudes toward MCG and gather their opinions on the game components using a mixed-methods research design. A total of 698 students from urban universities, categorized into technology, chemistry, and education cohorts based on their academic majors, participated to provide diverse perspectives. The results revealed significant disparities in gameplay experience, particularly in competence and relatedness, between MLG and MCG. Students' educational background significantly influenced their confidence and leisure levels. Concerningly, students exhibited a negative attitude towards MCG. The study provides game developers with a guideline for developing MCG and offers chemistry teachers a framework for selecting appropriate MLG in the context of chemistry education.

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