The study reported here was conducted to investigate the perceptions of high school students on the use of educational games as a tool for teaching the periodic table of elements in a chemistry class in Spain. The 127 students who participated in this study came from six different classes in grade 10 (15−16 years old). The students' perceptions of the usefulness of a series of 13 specifically designed games as educational tools was assessed. This was achieved in a survey containing 13 items using a 5point Likert-type scale, which was completed by the students at the end of the unit. The results of the study reveal that the students who participated had positive perceptions regarding the use of educational games. Students usually found the educational games to be an interesting tool to make the learning process more enjoyable. It can be observed that the students' perceptions of the games are more favorable than for other class tasks used in the control group. The opinions indicate that games also stimulated their participation in classroom activities. Moreover, educational games are considered to help students better understand some of the main concepts presented and discussed throughout the unit.

This paper describes an educational card game designed to help high school students (grade 10, 15−16 years old) understand, as opposed to memorize, the periodic table. The game may also be used to identify different chemical elements found in daily life objects. As an additional value, students learn the names and symbols of the displayed elements and may recognize typical compounds formed by them. The game is well received by students and engages them more intensely and for a longer period than the other activities with which it is compared.

The tailoring of the physical properties of semiconductor nanomaterials by strain has been gaining increasing attention over the last years for a wide range of applications such as electronics, optoelectronics and photonics. The ability to introduce deliberate strain fields with controlled magnitude and in a reversible manner is essential for fundamental studies of novel materials and may lead to the realization of advanced multi-functional devices. A prominent approach consists in the integration of active nanomaterials, in thin epitaxial films or embedded within carrier nanomembranes, onto Pb(Mg1/3Nb2/3)O3-PbTiO3-based piezoelectric actuators, which convert electrical signals into mechanical deformation (strain). In this review, we mainly focus on recent advances in strain-tunable properties of self-assembled InAs quantum dots embedded in semiconductor nanomembranes and photonic structures. Additionally, recent works on other nanomaterials like rare-earth and metal-ion doped thin films, graphene and MoS2 or WSe2 semiconductor two-dimensional materials are also reviewed. For the sake of completeness, a comprehensive comparison between different procedures employed throughout the literature to fabricate such hybrid piezoelectric-semiconductor devices is presented. It is shown that unprocessed piezoelectric substrates (monolithic actuators) allow to obtain a certain degree of control over the nanomaterials' emission properties such as their emission energy, finestructure-splitting in self-assembled InAs quantum dots and semiconductor 2D materials, upconversion phenomena in BaTiO3 thin films or piezotronic effects in ZnS:Mn films and InAs quantum dots. Very recently, a novel class of micro-machined piezoelectric actuators have been demonstrated for a full control of in-plane stress fields in nanomembranes, which enables producing energy-tunable sources of polarization-entangled photons in arbitrary quantum dots. Future research directions and prospects are discussed.

In this paper, the characteristics and results of a teaching unit based on the use of educational games to learn the idea of chemical elements and their periodic classification in secondary education are analyzed. The method is aimed at Spanish students aged 15−16 and consists of 24 1-h sessions. The results obtained on implementing the teaching unit are assessed with a focus on the development of students' understanding of the topics covered and their perceptions toward the role of games in the learning process. The data collection methods used included a learning assessment test (administered before the unit was started and one month after completion of the unit) and a questionnaire to assess the students' learning experience. As a complementary method to acquire data, the teacher keeps a diary. The main conclusion was that students progressed significantly in the areas of learning related to knowledge of the Periodic Table and its nature and history, but a lower level of progress was found in the application of knowledge and the use of evidence to draw conclusions. Furthermore, to some extent, the teaching unit helps to overcome learning difficulties associated with the study of this subject. In addition, most responses to the questionnaire indicated that students who followed the teaching unit with games achieved statistically better final results than those in the control group, who followed a traditionally taught program. A positive assessment was provided by students concerning the role of games in the proposed unit, and there were also positive perceptions regarding the influence of games on learning and their potential to encourage participation in the classroom. Finally, this research identifies a new type of educational resource, namely task involving play (TIP), that can be defined as intermediate between play and game scenarios. The TIPs may include artistic or technological creations by the student, and they allow the student to play an active role in the learning process. Such tasks help students to improve their learning through educational games, and they can be perceived as intermediate in terms of their simplicity, usefulness, attractiveness, and interest with respect to educational games.