Educational Videogame to Learn the Periodic Table: Design Rationale and Lessons Learned
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Otros documentos de la autoría: Traver, V. Javier; Leiva, Luis A.; Martí-Centelles, Vicente; RUBIO-MAGNIETO, JENIFER
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Título
Educational Videogame to Learn the Periodic Table: Design Rationale and Lessons LearnedFecha de publicación
2021-06-08Editor
American Chemical Society; Division of Chemical EducationISSN
0021-9584; 1938-1328Cita bibliográfica
TRAVER, V. Javier, et al. Educational Videogame to Learn the Periodic Table: Design Rationale and Lessons Learned. Journal of Chemical Education, 2021.Tipo de documento
info:eu-repo/semantics/articleVersión
info:eu-repo/semantics/acceptedVersionPalabras clave / Materias
Resumen
The periodic table allows students to easily understand
the chemical elements and predict the behavior of theoretical yet
undiscovered new elements. Many memorization techniques have been
used for learning the ... [+]
The periodic table allows students to easily understand
the chemical elements and predict the behavior of theoretical yet
undiscovered new elements. Many memorization techniques have been
used for learning the periodic table, yet serious games (i.e., designed for
a primary purpose other than pure entertainment) have been
underexplored to complement or even replace such memorization
techniques. Since CHEMMEND, an existing physical card game, was
found to assist with learning the periodic table, we explore the potential
of E-CHEMMEND, a digital version of the game as an aid to memorize
the group and period numbers of the elements. E-CHEMMEND is a
single-player serious game to explore the effect of four different game
conditions involving two experimental factors that account for different
educational scenarios. The first factor investigates the role of playing through levels of increasing difficulty versus playing with all
elements from the very beginning. The second factor investigates the role of displaying the group and period numbers of the
chemical element along with its symbol versus only displaying the element symbol. Preliminary results show that E-CHEMMEND is
perceived as more enjoyable when the group and period numbers are displayed. In contrast, the game is found to better assist
learning when this information is hidden and levels are shown. Taken together, our results suggest that a variety of educational
purposes can be accommodated with a range of game settings. Ultimately, the design rationale and the lessons learned while testing
E-CHEMMEND will be valuable for chemistry instructors and education researchers. A desktop-based Windows executable version
of the game is available at http://www.chemmend.uji.es/game [-]
Publicado en
J. Chem. Educ. 2021, 98, 7, 2298–2306Datos relacionados
https://pubs.acs.org/doi/10.1021/acs.jchemed.1c00109?goto=supporting-info // https://pubs.acs.org/doi/suppl/10.1021/acs.jchemed.1c00109/suppl_file/ed1c00109_si_001.pdfEntidad financiadora
Generalitat Valenciana
Código del proyecto o subvención
CIDEGENT/2020/031
Derechos de acceso
© 2021 American Chemical Society and Division of Chemical Education, Inc.
http://rightsstatements.org/vocab/InC/1.0/
info:eu-repo/semantics/openAccess
http://rightsstatements.org/vocab/InC/1.0/
info:eu-repo/semantics/openAccess
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