Social distancing during the COVID-19
pandemic presents mental
health and academic obstacles for students. As mental health can strongly
influence academic performance, addressing the loss of community by
transitioning to distance education, midsemester, is imperative. This
work draws upon the community and wellness benefits associated with
online gaming and applies it to ChemDraw. The goal is to improve the
class’ wellness and social community while teaching valuable
organic chemistry skills. In this paper, a molecule, speed-drawing
tournament (Molecule Madness) is presented along with reflections
describing the impacts on student wellness and organic chemistry skills.
Gamification of ChemDraw is achieved by (1) treating at-home practice
as video-game training and (2) using video-conferencing software as
a medium for multiplayer gameplay. As the primary focus is placed
on education rather than entertainment, ChemDraw is subclassified
as a serious educational game. Community is developed by in-game,
online chat: observers, announcers, and competitors all interact with
each other in real time. The tournament provided students an event
to look forward to, helped maintain/improve class community, and developed
organic chemistry skills (molecular drawing, history of molecules,
and conversational IUPAC) in addition to increased appreciation for
IUPAC nomenclature. Although an online community cannot substitute
for in-person classroom experiences, this activity supplements the
loss of community associated with social distancing and could be extended
to enhance community within a face-to-face environment. Additionally,
ideas are presented that illustrate how other chemistry classes and
topics can be gamified in computer environments (both single- and
multiplayer) by drawing upon well-established gaming modes (story
mode, maker mode, and speed runs). Overall, this work highlights the
supplemental role that chemistry video games can play in learning
chemistry: by engaging students in an alternative, yet familiar to
many format, classroom community and student confidence are maintained/strengthened.