Effects of games on students’ emotions of learning science and achievement in chemistry

Chen, Sufen; Husnaini, Siti Jamiatul; Chen, Jing Ju

doi:10.1080/09500693.2020.1817607

Cited by 34 publications

(37 citation statements)

References 57 publications

(75 reference statements)

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“…There was no significant difference between genders. It further corroborates the findings of Chen, Husnaini and Chen [11] The results revealed that the experimental group had significantly higher positive emotion and lower negative emotion throughout the intervention period, high achievers decreased their positive emotion, and middle to high achievers increased their negative emotion. Furthermore, low and middle achievers performed better when using games.…”

Section: Discussion Of Findingssupporting

confidence: 89%

“…CheN, Husnaini and Chen [11] investigated the time effect of cooperative games on students' emotions of learning science and the treatment effect on their chemistry achievement by compared the use of cards, board games, and riddles, and the use of conventional paper-andpencil exercises to learn the basics of chemical elements and compounds. Quasi-experimental design was adopted using 114 ninth graders at an urban public high school in Taipei.…”

Section: Fig 2 Cation Wheel Fig 2 Anion Wheelmentioning

confidence: 99%

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Teaching Science Concept with Games: A Case of Naming Inorganic Compounds with IUPAC System in Rivers State, Nigeria

Etokeren

Abosede

2021

AIR

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Background: This study investigated the effect of games teaching approach on students’ academic performance in IUPAC inorganic nomenclature in Senior Secondary Schools in Rivers State, Nigeria. Quasi-experimental design, specifically pre-test post-test control groups was adopted. The sample comprised 93 Senior Secondary 2 and 3 chemistry students Methods: The instrument was IUPAC Inorganic Nomenclature Performance Test validated by two Science Education Lecturers and one expert in Measurement and Evolution. The reliability coefficient of 0.87 of the instrument was determined by test-retest method. Mean and standard deviation were used to answer the research questions and hypotheses tested at 0.05 level of significance using Analysis of Variance. Results: There was a significant difference in the performance of students taught IUPAC inorganic nomenclature with games approach and those with lecture method. Students taught with games approach performed significantly better in the performance test than those taught with lecture method. There was no significant gender based difference in performance, however, significant difference based on class level was obtained. It was recommended among others that, chemistry teachers should incorporate suitable educational games in teaching chemistry and also motivate students towards learning of chemistry.

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Section: Discussion Of Findingssupporting

confidence: 89%

Section: Fig 2 Cation Wheel Fig 2 Anion Wheelmentioning

confidence: 99%

Teaching Science Concept with Games: A Case of Naming Inorganic Compounds with IUPAC System in Rivers State, Nigeria

Etokeren

Abosede

2021

AIR

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“…Charsky and Ressler (2011) used a computer game to conduct a learning activity, which further validated this conclusion. Students' collaborative efforts resulted in a higher level of achievement for all (Chen et al, 2020). Students develop a supportive community by assisting one another, which improves each member's performance.…”

Section: Learning Motivationmentioning

confidence: 99%

“…Students learn from peers (team members provide tips or reasons for answers, curiosity, and questions). As asserted by Chen et al (2020), Cheng et al (2019), andvan Putten et al (2020), although the group or team seemed to rely on each other for support during the learning process, they also tried to complete the work on their own. Based on the observation notes, the students seemed to pay attention to each other's comments but the will to implement them was absent.…”

Section: Learning Motivationmentioning

confidence: 99%

Factors Contributing to Collaborative Game-Based Learning (CGBL) Effectiveness

Amran¹,

Jalil²,

Muhamad³

et al. 2021

ASS

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In facing the Covid-19 pandemic, the teaching and learning landscape in Malaysian schools has also changed accordingly. The Ministry of Education has introduced Teaching and Learning at Home to take over the previous methods. Conventional teaching methods are unfitting during the ‘new norm’. Therefore, teachers need to diversify their instructional strategies and search for various resources in the digital environment - learning in this mode should create a fun digital learning environment. Digital Game-based Learning (DGBL) is a teaching aid that is capable of promoting enjoyment in learning. This article focused on DGBL as a learning method in a collaborative environment called Collaborative Game-based Learning (CGBL). There is a shortage of insight on the factors that support DGBL’s efficiency in the digital environment, specifically in CGBL in educational settings. This article employed a systematic Thematic Review (TR) approach to synthesise the literature published from 2016 until 2021 on CGBL in the digital environment. A keyword search was conducted, followed by a filtering process using inclusion criteria from the Scopus, Lens, and Mendeley databases. The author identified 65 peer-reviewed journal papers. Only 34 articles were used to be reviewed after the inclusion and exclusion processes. A TR of these articles identified 95 initial codes, later grouped into 32 codes, and created ten categories from three themes. From the TR results, it is found that the factors contributing to CGBL effectiveness are learning environment, learning motivation and learning strategies. This work provides insight on various parties in considering the implementation of CGBL in Teaching and Learning at Home as one of the appropriate alternative resources and methods.

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“…Games can motivate students to learn actively and enjoyable [2]. Previous research has shown that the use of games in chemistry learning has a positive impact on student learning outcomes, engagement, and motivation [13][14][15][16]. Games can also build students' critical thinking.…”

Section: Introductionmentioning

confidence: 99%

Developing Students’ Conceptual Understanding and Critical Thinking Through Dunia Hidrokarbon Games

Sari¹,

Rohman²,

Sardjono³

2021

Proceedings of the 2nd Annual Conference on Social Science and Humanities (ANCOSH 2020)

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Fun learning atmosphere is one of the important things in the learning process. Students need fun learning atmosphere especially when they learn lessons that are considered difficult. Chemistry is one of the subjects considered difficult. Many researchers try to create a fun learning atmosphere by applying educational games. This study aims to investigate the effect of using Dunia Hidrokarbon games on student's conceptual understanding about hydrocarbons and their critical thinking. This study is a sequence of Research and Development work. Participants who involved in this study were six high school students from Bandung city, West Java province, Indonesia. Rasch measurement modelling were utilized to analyze the data. The result shows that students' conceptual understanding about hydrocarbons and critical thinking abilities can be developed by applying Dunia Hidrokarbon games as learning tools. Students can understand concepts on hydrocarbon topics including: carbon atoms, determination of molecular formulas, structures, and names of alkanes, alkenes, and alkynes through Dunia Hidrokarbon games, but they do not understand the concept of structural isomers and position isomers. Students' critical thinking abilities focusing on a question and deciding on an action can be developed, but analyzing arguments, asking and answering questions of clarification and challenge can't be developed.

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Effects of games on students’ emotions of learning science and achievement in chemistry

Cited by 34 publications

References 57 publications

Teaching Science Concept with Games: A Case of Naming Inorganic Compounds with IUPAC System in Rivers State, Nigeria

Teaching Science Concept with Games: A Case of Naming Inorganic Compounds with IUPAC System in Rivers State, Nigeria

Factors Contributing to Collaborative Game-Based Learning (CGBL) Effectiveness

Developing Students’ Conceptual Understanding and Critical Thinking Through Dunia Hidrokarbon Games

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