International E-publication: Publish Projects, Dissertation, Theses, Books, Souvenir, Conference Proceeding with ISBN.  International E-Bulletin: Information/News regarding: Academics and Research

Game-Based learning in chemistry education: An overview of the literature

Author Affiliations

  • 1Indpendent Educational Researcher, 21, 27th street, Nanganallur, Chennai, 600061, India

Res. J.Educational Sci., Volume 11, Issue (2), Pages 16-27, August,1 (2023)

Abstract

Technology has been significantly incorporated into chemistry curricula more recently to boost students' scientific thinking and reverse the trend of declining interest in the subject. Game-based learning "GBL" is one of the ideal teaching strategies because it emphasizes "hands-on" as well as "minds-on" exercises in chemistry classrooms. The purpose of this study is to present empirical data on the use of GBL in the literature on chemical education. To achieve this, we carried out an in-depth analysis of the 48 empirical research papers that were published between 2011 and 2022 in three different electronic databases: Google Scholar, ERIC, and Scopus. This review highlights the most recent GBL trends in chemical education while highlighting the gaps in the literature, challenges, and barriers. Additionally, it increases the opportunities for potential future research directions. It gives future researchers a framework and perspective on subject matter, educational levels, theoretical models, results, methodologies, game elements, and assessment tools. The results demonstrate that educational games help students understand chemistry concepts conceptually and enhance their desire to learn and enjoy themselves while doing so.

References

  1. Baeten, M., Struyven, K., & Dochy, F. (2013)., Student-centred teaching methods: Can they optimise students’ approaches to learning in professional higher education?., Studies in Educational Evaluation, 39(1), 14-22.
  2. National Research Council. (2010)., Exploring the intersection of science education and 21st century skills: A workshop summary.,
  3. Morris, B. J., Croker, S., Zimmerman, C., Gill, D., & Romig, C. (2013)., Gaming science: the “Gamification” of scientific thinking., Frontiers in psychology, 4, 607.
  4. Landers, R. N., Bauer, K. N., Callan, R. C., & Armstrong, M. B. (2015)., Psychological theory and the gamification of learning., Gamification in education and business, 165-186.
  5. Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015)., Gamification in education: A systematic mapping study., Journal of educational technology & society, 18(3), 75-88.
  6. Papadakis, S., Trampas, A. M., Barianos, A. K., Kalogiannakis, M., & Vidakis, N. (2020)., Evaluating the Learning Process: The" Thimel Edu" Educational Game Case Study., In CSEDU (2) (pp. 290-298).
  7. Kapp, K. M. (2012)., The gamification of learning and instruction: game-based methods and strategies for training and education., John Wiley & Sons.
  8. Papadakis, S., Kalogiannakis, M., Sifaki, E., & Vidakis, N. (2018)., Evaluating moodle use via smart mobile phones. A case study in a Greek university., EAI Endorsed Transactions on Creative Technologies, 5(16), e1-e1.
  9. Vidakis, N., Barianos, A. K., Trampas, A. M., Papadakis, S., Kalogiannakis, M., & Vassilakis, K. (2020)., In-game raw data collection and visualization in the context of the “ThimelEdu” educational game., In Computer Supported Education: 11th International Conference, CSEDU 2019, Heraklion, Crete, Greece, May 2-4, 2019, Revised Selected Papers 11 (pp. 629-646). Springer International Publishing.
  10. Suh, A., Wagner, C., & Liu, L. (2018)., Enhancing user engagement through gamification., Journal of Computer Information Systems, 58(3), 204-213.
  11. Cahyana, U., Paristiowati, M., Savitri, D. A., & Hasyrin, S. N. (2017)., Developing and application of mobile game based learning (M-GBL) for high school students performance in chemistry., Eurasia Journal of Mathematics, Science and Technology Education, 13(10), 7037-7047.
  12. Kara, N. (2021). A systematic review of the use of serious games in science education. Contemporary Educational Technology, 13(2), ep295., undefined, undefined
  13. Eilks, I., Prins, G. T., & Lazarowitz, R. (2013)., How to organise the chemistry classroom in a student-active mode., In Teaching chemistry–A studybook (pp. 183-212). Brill.
  14. Nzeyimana, J. C., & Ndihokubwayo, K. (2019)., Teachers’ role and learners’ responsibility in teaching and learning science and elementary technology in Rwanda., African Journal of Educational Studies in Mathematics and Sciences, 15(2), 1-16.
  15. Amineh, R. J., & Asl, H. D. (2015)., Review of constructivism and social constructivism., Journal of Social Sciences, Literature and Languages, 1(1), 9-16.
  16. Ndihokubwayo, K., Uwamahoro, J., & Ndayambaje, I. (2020)., Effectiveness of PhET simulations and YouTube videos to improve the learning of optics in Rwandan secondary schools., African Journal of Research in Mathematics, Science and Technology Education, 24(2), 253-265.
  17. Sibomana, A., Karegeya, C. & Sentongo, J. (2021)., Effect of Cooperative Learning on Chemistry Students, European Journal of Educational Research, 10(4), 2079-2088.
  18. North, B., Diab, M., Lameras, P., Zaraik, J., Philippe, S., Müller, J., & Fischer, H. (2021)., Developing a platform for using game-based learning in vocational education and training., In 2021 IEEE Global Engineering Education Conference (EDUCON) (pp. 1345-1352). IEEE.
  19. Dorimana, A., Uworwabayeho, A., &Nizeyimana, G. (2021)., Examining mathematical problem-solving beliefs among rwandan secondary school teachers., International Journal of Learning, Teaching and Educational Research, 20(7), 227-240.
  20. Byusa, E., Kampire, E., & Mwesigye, A. R. (2020)., Analysis of teaching techniques and scheme of work in teaching chemistry in Rwandan secondary schools.,
  21. da Silva Junior, J. N., Lima, M. A. S., Pimenta, A. T. A., Nunes, F. M., Monteiro, Á. C., de Sousa, U. S., &Winum, J. Y. (2021)., Design, implementation, and evaluation of a game-based application for aiding chemical engineering and chemistry students to review the organic reactions., Education for Chemical Engineers, 34, 106-114.
  22. Prins, G. T., Bulte, A. M., & Pilot, A. (2016)., An activity‐based instructional framework for transforming authentic modeling practices into meaningful contexts for learning in science education., Science Education, 100(6), 1092-1123.
  23. Bhattacharjee, J. (2015)., Constructivist approach to learning–an effective approach of teaching learning., International Research Journal of Interdisciplinary & Multidisciplinary Studies, 1(4), 23-28.
  24. Baek, Y., Xu, Y., Han, S., & Cho, J. (2015)., Exploring effects of intrinsic motivation and prior knowledge on student achievements in game-based learning., Smart Computing Review.
  25. Franco-Mariscal, A. J., Oliva-Martínez, J. M., Blanco-López, Á., & España-Ramos, E. (2016)., A game-based approach to learning the idea of chemical elements and their periodic classification., Journal of Chemical Education, 93(7), 1173-1190.
  26. Partovi, T., & Razavi, M. R. (2019)., The effect of game-based learning on academic achievement motivation of elementary school students., Learning and Motivation, 68, 101592.
  27. Ukobizaba, F., Nizeyimana, G., & Mukuka, A. (2021)., Assessment Strategies for Enhancing Students, Eurasia Journal of Mathematics, Science and Technology Education, 17(3).
  28. Kraiger, K., Ford, J. K., & Salas, E. (1993)., Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation., Journal of applied psychology, 78(2), 311.
  29. Anderson, L. W., & Krathwohl, D. R. (2021)., A taxonomy for learning, teaching, and assessing: A revision of Bloom, Longman.
  30. Azorín, J. M., & Cameron, R. (2010)., The application of mixed methods in organisational research: A literature review., Electronic journal of business research methods, 8(2), 95-105.
  31. Creswell, J. W. & Poth, C. N. (2016)., Qualitative inquiry and research design: Choosing among five approaches., Sage publications.
  32. Erzberger, C., & Prein, G. (1997)., Triangulation: Validity and empirically-based hypothesis construction., Quality and quantity, 31(2), 141-154.
  33. Hwang, G. H., Chen, B., Chen, R. S., Wu, T. T., & Lai, Y. L. (2019)., Differences between students’ learning behaviors and performances of adopting a competitive game-based item bank practice approach for learning procedural and declarative knowledge., Interactive Learning Environments, 27(5-6), 740-753.
  34. López Carrillo, D., Calonge García, A., Rodríguez Laguna, T., Ros Magán, G., & Lebrón Moreno, J. A. (2019)., Using Gamification in a Teaching Innovation Project at the University of Alcalá: A New Approach to Experimental Science Practices., Electronic Journal of E-learning, 17(2), 93-106.
  35. Kingsley, T. L., & Grabner Hagen, M. M. (2015)., Gamification: Questing to integrate content knowledge, literacy, and 21st century learning., Journal of adolescent & adult literacy, 59(1), 51-61.
  36. Sun-Lin, H. Z., & Chiou, G. F. (2017)., Effects of comparison and game-challenge on sixth graders’ algebra variable learning achievement, learning attitude, and meta-cognitive awareness., Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 2627-2644.
  37. Walz, S. P., & Deterding, S. (Eds.). (2015)., The gameful world: Approaches, issues, applications., Mit Press.
  38. Tenório, M.M., Reinaldo, F.A.F., Góis, L.A.; Lopes, R.P., dos Santos Junior, G. (2018)., Elements of Gamification in Virtual Learning Environments: A Systematic Review., In Advances in Intelligent Systems and Computing; 716, 86–96.
  39. Van Roy, R., & Zaman, B. (2018)., Need-supporting gamification in education: An assessment of motivational effects over time., Computers & Education, 127, 283-297.
  40. Caglar, S., & Arkun Kocadere, S. (2015)., Gamification in online learning environments., The Journal of Educational Sciences and Practice, 14(27), 83-102.
  41. Glover, I. (2013)., Play as you learn: gamification as a technique for motivating learners., In Edmedia + innovate learning (pp. 1999-2008). Association for the Advancement of Computing in Education (AACE).
  42. Winter, J., Wentzel, M., & Ahluwalia, S. (2016)., Chairs!: A mobile game for organic chemistry students to learn the ring flip of cyclohexane.,
  43. Clapson, M. L., Gilbert, B., Mozol, V. J., Schechtel, S., Tran, J., & White, S. (2019)., ChemEscape: educational battle box puzzle activities for engaging outreach and active learning in general chemistry., Journal of Chemical Education, 97(1), 125-131.
  44. Zhang, Z., Muktar, P., Wijaya Ong, C. I., Lam, Y., & Fung, F. M. (2020)., CheMakers: playing a collaborative board game to understand organic chemistry., Journal of Chemical Education, 98(2), 530-534.
  45. Daubenfeld, T. & Zenker, D. (2015)., A game-based approach to an entire physical chemistry course., Journal of Chemical Education, 92(2), 269-277.
  46. Yenikalaycı, N., Çelikler, D., & Aksan, Z. (2019)., Ion Hunters: playing a game to practice identifying anions and cations and writing their names and formulas., Journal of Chemical Education, 96(11), 2532-2534.
  47. Gupta, T. (2019)., Game-based learning in chemistry: A game for chemical nomenclature., In Technology integration in chemistry education and research (TICER) (pp. 65-79). American Chemical Society.
  48. Chee, Y. S., & Tan, K. C. D. (2012)., Becoming chemists through game-based inquiry learning: The case of legends of Alkhimia.,
  49. Samide, M. J., & Wilson, A. M. (2014)., Games, games, games; playing to engage with chemistry concepts., Chem. Educ, 19, 167-170.
  50. Pippins, T., Anderson, C. M., Poindexter, E. F., Sultemeier, S. W., & Schultz, L. D. (2011). Element Cycles: An environmental chemistry board game. Journal of Chemical Education, 88(8), 1112-1115., undefined, undefined
  51. Bai, S., Hew, K. F., & Huang, B. (2020)., Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts., Educational Research Review, 30, 100322.
  52. Fleischman, K., & Ariel, E. (2016)., Gamification in science education: Gamifying learning of microscopic processes in the laboratory., Contemporary Educational Technology, 7(2), 138-159.
  53. Owens, D. C. (2019)., Overcoming Motivational Barriers to Understanding and Accepting Evolution through Gameful Learning., Evolution Education Re-considered: Understanding What Works, 167-184.
  54. Guzsvinecz, T., Szucs, V., & Sik-Lanyi, C. (2019)., Designing Gamified Virtual Reality Applications with Sensors—A Gamification Study., In Pannonian Conference on Advances in Information Technology (PCIT 2019); University of Pannonia: Vezprem, Hungary (pp. 105-112).
  55. Hamari, J. (2017)., Do badges increase user activity? A field experiment on the effects of gamification., Computers in human behavior, 71, 469-478.
  56. Marín, B., Frez, J., Cruz-Lemus, J., & Genero, M. (2018)., An empirical investigation on the benefits of gamification in programming courses., ACM Transactions on Computing Education (TOCE), 19(1), 1-22.
  57. Högberg, J., Shams, P., & Wästlund, E. (2019)., Gamified in-store mobile marketing: The mixed effect of gamified point-of-purchase advertising., Journal of Retailing and Consumer Services, 50, 298-304.
  58. Betz, S., Székely, É., Zarrieß, S., Schröer, M., Schade, L., & Wagner, P. (2020)., Hesitation Processing Analysis Using Continuous Mouse-Tracking and Gamification., Elektronische Sprachsignalverarbeitung.
  59. Loganathan, P., Talib, C., Thoe, N., Aliyu, F., &Zawadski, R. (2019)., Implementing technology infused gamification in science classroom: A systematic review and suggestions for future research., Sci. Math, 14, 60-73.
  60. National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press., undefined, undefined
  61. Kelly, H. (2005)., Games, cookies, and the future of education., Issues in science and technology, 21(4), 33-40.
  62. Jones, S. M., Katyal, P., Xie, X., Nicolas, M. P., Leung, E. M., Noland, D. M., & Montclare, J. K. (2019)., A ‘KAHOOT!’ approach: the effectiveness of game-based learning for an advanced placement biology class., Simulation & Gaming, 50(6), 832-847.
  63. Asa’d, R., & Gunn, C. (2018)., Improving problem solving skills in introductory physics using Kahoot!., Physics Education, 53(5), 053001.
  64. Erdogdu, F., & Karatas, F. O. (2016)., Examining the effects of gamification on different variables in science education., Identifing Turkish Society’s Level of Scientific Literacy View Project Identifing Turkish Society’s Level of Scientific Literacy View Project.
  65. Wang, M., & Zheng, X. (2021)., Using game-based learning to support learning science: A study with middle school students., The Asia-Pacific Education Researcher, 30, 167-176.
  66. Barko, T., & Sadler, T. D. (2013)., Practicality in virtuality: finding student meaning in video game education., Journal of Science Education and Technology, 22, 124-132.
  67. Vogel, J. J., Vogel, D. S., Cannon-Bowers, J., Bowers, C. A., Muse, K., & Wright, M. (2006)., Computer gaming and interactive simulations for learning: A meta-analysis., Journal of educational computing research, 34(3), 229-243.’
  68. de Sousa Borges, S., Durelli, V. H., Reis, H. M., &Isotani, S. (2014)., A systematic mapping on gamification applied to education., In Proceedings of the 29th annual ACM symposium on applied computing (pp. 216-222).