Stereochemistry Game: Creating and Playing a Fun Board Game To Engage Students in Reviewing Stereochemistry Concepts

Silva, José Nunes da; Uchôa, Daniel Esdras de Andrade; Lima, Mary Anne Sousa; Monteiro, André Jalles

doi:10.1021/acs.jchemed.8b00897

Cited by 36 publications

(53 citation statements)

References 34 publications

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“…The design of specific study materials for distant students has been revealed as a key factor for the success of such a model. Many educators have worked on developing innovative specific tools in the past decade, such as the use of videos, , the web, − the creation of real-time experiments, or the development of online games with serious educational objectives. − The latest technological developments, such as Virtual Reality (VR) ,− or Augmented Reality (AR) − have emerged as interactive, promising, and engaging tools for chemical education that are adaptable for distance learning.…”

Section: Introductionmentioning

confidence: 99%

Attempts, Successes, and Failures of Distance Learning in the Time of COVID-19

et al. 2020

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Over 1.7 billion students around the world have had their education disrupted by the spread of the Coronavirus disease worldwide. Schools and universities have not faced this level of disruption since World War II. The COVID-19 pandemic presented a colossal challenge for teachers to urgently and massively adapt all their classes to distance learning in order to maintain educational continuity with the same quality. Even if some teachers and certain classes were ready to face the situation, a large majority had to adapt their teaching and learning in a very short time without training, with insufficient bandwidth, and with little preparation. This unexpected and rapid transition to online learning has led to a multiplication of teachers' strategies for distance learning in lectures, tutorials, project groups, lab works, and assessments. The purpose of this paper is to present the feedback from students and teachers who participated in the lockdown semester of two different groups of a 5-year program in Chemistry, Environment and Chemical Engineering (100 students) at INSA Toulouse (France). The analysis has highlighted some great successes and some failures in the solutions proposed. Consequently, some guidelines can be given to help us all to learn the lessons of such a singular experience in order to face the unexpected future with more knowledge and more successful distance learning. Teachers have shown very strong resilience during this crisis, at the cost of significant personal commitment. They admit that they have learned more about distance education in two months than in the last 10 years.

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Section: Introductionmentioning

confidence: 99%

Attempts, Successes, and Failures of Distance Learning in the Time of COVID-19

et al. 2020

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“…Educators have developed educational games [2][3][4][5] to involve students in interactive and entertaining activities 6 . Games are an excellent method of active learning in a recreative environment 7 and many methods have been tested in the past decade 8 : word game 9 , quiz games [10][11][12][13][14][15][16][17][18] , card games 19,20 , dice games 21,22 , board games [23][24][25][26][27] , computer games [28][29][30] and memory/concentration game [31][32][33] . Surprisingly, the use of videogames to illustrate chemical engineering is relatively unexplored in the literature even though pedagogical videogames exist [34][35][36] .…”

Section: Introductionmentioning

confidence: 99%

New approaches to adapt escape game activities to large audience in chemical engineering: Numeric supports and students’ participation

Monnot

Laborie

Hébrard

et al. 2020

Education for Chemical Engineers

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Gamification is a widespread phenomenon that relies on using game mechanics in other areas, such as the learning situation. One of the most exciting types of games in the late 2010s is escape games, where the principle is for the players to manage to escape from a room in which they are locked by finding hidden items and following a sequence of puzzles. The goal of using this type of game is to motivate/involve learners, to make them work and develop adaptability and responsiveness skills. Unfortunately, these escape games are only practiced in small groups, and the design is expensive and time-consuming. That is why cost-effective alternatives are proposed in this paper. They are either dematerialized, entirely based on a digital medium (smartphone/tablets/computer), or directly created by students, also with a digital medium, allowing integration into large classes, or at open house events.

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“…It has been documented that students have difficulties in 3D visualization, but the good news is that it can be trained. Educators have gone the extra mile to help students overcome the perils of stereochemistry by developing different teaching strategies, including educational games . In the classroom, in order to help the students visualize and conceptualize stereochemistry principles, educators usually use molecular models, such as ball-and-stick .…”

Section: Engaging Students In Learning Activitiesmentioning

confidence: 99%

Challenges in Teaching Organic Chemistry Remotely

et al. 2020

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The coronavirus disease (COVID-19) pandemic has changed not only people’s daily lives but also the education system. The rise of e-learning all across the world has challenged both students and teachers to adapt to digital technologies and a novel learning experience on both sides. As if COVID-19 was not enough, many students were facing the alien territory of organic chemistry for the first time. There is no denying that organic chemistry is a tough subject, and several students may also have preconceived misconceptions. In addition, organic chemistry can be challenging to teach remotely. It is very abstract in nature; it involves many concepts, and the teacher typically uses molecular models of one kind or another to depict molecules in three dimensions. Nonetheless, challenges provide an opportunity to implement new strategies to increase students’ interest, motivation, and understanding. However, most educators only had a few days to put everything they do in class onto an online platform. In this study, we evaluated the effect of these changes in the teaching and learning of organic chemistry at a first year undergraduate level. Our results show that student success depends on the digital resources used for the different subjects. Students that received weekly quizzes performed better than those who did not, and a positive correlation exists between quiz score and final exam marks. Based on the students’ feedback, the implementation of quizzes was a successful didactic tool that helped them review the topics. In addition, the incorporation of open-access web-based tools led to a dynamic online classroom experience.

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Stereochemistry Game: Creating and Playing a Fun Board Game To Engage Students in Reviewing Stereochemistry Concepts

Cited by 36 publications

References 34 publications

Attempts, Successes, and Failures of Distance Learning in the Time of COVID-19

Attempts, Successes, and Failures of Distance Learning in the Time of COVID-19

New approaches to adapt escape game activities to large audience in chemical engineering: Numeric supports and students’ participation

Challenges in Teaching Organic Chemistry Remotely

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