Learning chemistry nomenclature: Comparing the use of an electronic game versus a study guide approach

Abstract

Learning how to name chemical compounds is a critical feature of chemistry that many students often find challenging. Naming compounds requires both an understanding of the conventions and language of chemistry. Common strategies used to improve student understanding of chemical nomenclature include study guides and games. However, little is known about how these strategies impact student learning of chemical nomenclature. This mixed-method study compares the effect of a new electronic chemistry game, Topinomica, versus an existing study guide on the learning of nomenclature in an introductory undergraduate chemistry course for a diverse student population (n = 470). Research methods include pre/post-tests, short student surveys and instructor questionnaires, and classroom observations. Quantitative findings indicate significant pre/post gains for both conditions, but no significant difference between the game (n = 255) and the study guide (n = 215). Prior knowledge analysis shows a significant difference between conditions for high prior knowledge students, with the game treatment performing better. Qualitative findings demonstrate that instructors endorse and are adopting the game and that students prefer a game to a study guide. We discuss implications of this research for future science education studies related to study guides and educational games.