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A Game-Based Approach to an Entire Physical Chemistry Course
ARTICLE

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Journal of Chemical Education Volume 92, Number 2, ISSN 0021-9584

Abstract

We designed, implemented, and evaluated a game-based learning approach to increase student motivation and achievement for an undergraduate physical chemistry course. By focusing only on the most important game aspects, the implementation was realized with a production ratio of 1:8 (study load in hours divided by production effort in hours). Student motivation was found to increase significantly: compared to the traditional lecture format, self-study time was estimated to increase more than 3-fold to 4.6 h per week on average by the students. The failure rate in the final examination was also reduced, mainly because of bonus points that students could receive upon successful participation in the game. However, there is some indication that application of game-based learning might not improve higher-order thinking skills.

Citation

Daubenfeld, T. & Zenker, D. (2014). A Game-Based Approach to an Entire Physical Chemistry Course. Journal of Chemical Education, 92(2), 269-277. Retrieved February 22, 2020 from .

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