Publication: Implementation of Game-transformed Inquiry-based Learning to Promote the Understanding of and Motivation to Learn Chemistry
Issued Date
2019-04-15
Resource Type
ISSN
15731839
10590145
10590145
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2-s2.0-85061933084
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Mahidol University
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SCOPUS
Bibliographic Citation
Journal of Science Education and Technology. Vol.28, No.2 (2019), 152-164
Suggested Citation
Niwat Srisawasdi, Patcharin Panjaburee Implementation of Game-transformed Inquiry-based Learning to Promote the Understanding of and Motivation to Learn Chemistry. Journal of Science Education and Technology. Vol.28, No.2 (2019), 152-164. doi:10.1007/s10956-018-9754-0 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/50852
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Title
Implementation of Game-transformed Inquiry-based Learning to Promote the Understanding of and Motivation to Learn Chemistry
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Abstract
© 2018, Springer Nature B.V. Many studies have used the potential of computer games to promote students’ attitudes toward learning and increase their learning performance. A few studies have transformed scientific content into computer games or developed games with scientific content. In this paper, we employed students’ common misconceptions of chemistry regarding the properties of liquid to develop a computer game. Daily life situations and everyday phenomena related to the chemical understanding of the properties of liquid were also taken into account. Afterward, we applied a process-oriented, inquiry-based active learning approach to implement the game in a Thai high school chemistry course. We studied the implementation of a game-transformed inquiry-based learning class by comparing it to a conventional inquiry-based learning class. The results of this study include aspects of students’ conceptual understanding of chemistry and their motivation to learn chemistry. We found that students in both the game-transformed inquiry-based learning class and conventional inquiry-based learning class had a significantly increased conceptual understanding of chemistry. There was also a significant difference between the gains of both classes between the pre- and post-conceptual understanding scores. Moreover, the post-conceptual understanding scores of students in the two classes were significantly different. These findings support the notion that students can better comprehend chemistry concepts through a computer game, especially when integrated with the process-oriented, inquiry-based learning approach. The findings of this study also highlight the game-transformed inquiry-based learning approach’s support of students’ motivation to learn chemistry.