Abstract
During the 21st century, new generations of both commercial board games and digital games have appeared, and in their wake, game-based learning has been extensively studied in recent years. There has also been some research on and development of card and board games for learning chemistry. Most of this research has been conducted in the field of regular and educational digital games. Many different classification, evaluation and assessment frameworks and tools are available for digital games. Few have been developed for card or board games, but many general rules for good educational games have been offered in research articles. Based on a literature review, a novel design and evaluation framework for card and board games for chemistry education on the lower secondary level has been developed. The aim of this framework is to help designers and teachers to design new educational card and board games, to support them in evaluating the viability of already existing chemistry-related educational games and instructing them in supporting student learning with a game.
Highlights
Game-based learning is one of the topical teaching approaches studied around the world
The main aim is to develop a design and evaluation framework for educational card and board games related to chemistry learning on the lower secondary level
Central concepts in the field of game and educational game assessment and evaluation Sociality or interactivity, group work, participation Guidance and support Feedback or rewards Evaluation and assessment Co-operative or competitive Learning objective Learning objectives learnt by players Game linked to real life Aesthetic and/or usability Content connected to players grade or age National curricula or pedagogy Immersion and engagement Narrativity or richness of storyline Difficulty or increasing complexity Flow state Multiplayer Problem-solving Conflicts and challenges
Summary
Game-based learning is one of the topical teaching approaches studied around the world. There is a need for designing more relevant learning environments to engage students, especially in chemistry. Game-based learning has been extensively studied in recent years. The research has focused especially on digital games, but there has been some research on and development of educational card and board games related to chemistry (e.g., Tüysüz, 2009; Kavak, 2012; Rastegarpour & Poopak, 2012; Bayir, 2014). During the 21st century, new generations of both commercial board games and digital games have appeared (Keskitalo, 2010). An educational game is a game with a certain didactical meaning that aims to support, improve and advance the learning process (Dondi & Moretti, 2007)
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