Tournament of Young Chemists in Ukraine: Engaging Students in Chemistry through a Role-Playing Game-Style Competition

Svechkarev, Denis; Grygorovych, Oleksiy V.

doi:10.1021/acs.jchemed.5b00618

Cited by 8 publications

(14 citation statements)

References 5 publications

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“…After a few words to introduce the rules, the teacher reveals the first two teams who will compete against each other on the model of a hip-hop battle or an oratorical joust . The two teams are chosen by drawing lots.…”

Section: Description Of the Activitymentioning

confidence: 99%

“…After a few words to introduce the rules, the teacher reveals the first two teams who will compete against each other on the model of a hip-hop battle 50 or an oratorical joust. 51 The two teams are chosen by drawing lots. From this point, students are expected to be able to present a question, a topic, or a theme on the chosen chemical process.…”

Section: The Battlementioning

confidence: 99%

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Tournament Battle: Gamifying Bibliographic Research and Oral Argumentation Applied to Chemical Engineering Topics

et al. 2021

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The purpose of this study is to present a learning activity that gamifies an argumentation exercise by combining both a bibliographic research activity and an oral argument. The exercise is organized as a competitive battle to engage and motivate students after training in bibliographic research. Students are divided into four teams of 4-7 students and are involved in a 2-round tournament starting with the Semi-Final round: the two winners of each semi-final meet in the final and the two losers in a playoff for third place. Each match is divided in two halves of 10 minutes: one to prepare their work and the second to present it and interact with the opposite team. At the end, the two spectator teams vote for the winning team and educators referee having the final decision. A symbolic prize (university goodies) is offered to the final winning team and each team is graded by the educators, on the basis of their two matches. The feedback received from students that participated in this exercise during the 2016-2020 period has been evaluated and corroborates the increase of motivation and teamwork through such activities. At the end, the advantages and limitations of such an activity are discussed.

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Section: Description Of the Activitymentioning

confidence: 99%

Section: The Battlementioning

confidence: 99%

Tournament Battle: Gamifying Bibliographic Research and Oral Argumentation Applied to Chemical Engineering Topics

et al. 2021

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“…Therefore, cooperative learning tends to result in having some bystanders (Radinsky, 2008) or free-riders (Cera Guy et al, 2019; Topping et al, 2011; Zambrano et al, 2019) who do not participate in learning activities, as the authors observed in the classrooms. In addition to these factors, with conditions like role division (de Beer and Petersen, 2017; Johnson, 2009; Law, 2014; Svechkarev and Grygorovych, 2016) and rewards (Johnson, 2009; Sears and Pai, 2012; Slavin, 2015; Unrau et al, 2015) it would become harder for those with questions to seek for help. This is because efficiency to come up with the answers towards the tasks is prioritised in the process of cooperative learning described above.…”

Section: Meaning Of Teachers’ Academic Experiences: Expertisementioning

confidence: 99%

“…There are two representative approaches to group learning, cooperative learning being the more favoured one that many practitioners and researchers are engaged with (Van Ryzin and Roseth, 2018). Cooperative learning aims to let students achieve academic and social goals based on role division (Johnson, 2009; Law, 2014; Svechkarev and Grygorovych, 2016) or accountability towards individually assigned tasks (de Beer and Petersen, 2017), rewards (Johnson, 2009; Sears and Pai, 2012; Slavin, 2015; Unrau et al, 2015) and sometimes competition between groups (Slavin, 2015; Svechkarev and Grygorovych, 2016; Williams and Sheridan, 2010). In many South East Asian countries, where the authors have been collaborating with teachers, cooperative learning has been introduced, such as in Indonesia (Harjanto et al, 2017; Khong et al, 2017), Singapore (Jacobs and Renandya, 2019; Koh et al, 2007), Thailand (Kijkuakul, 2019) and Vietnam (Nguyen-Phuong-Mai, 2018; Nguyen-Phuong-Mai et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Issues in introducing collaborative learning in South East Asia: A critical discussion

Saito

Takahashi²,

Wintachai

et al. 2020

Management in Education

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In many South East Asian countries, group learning has been introduced as a method to reform classroom practices. Cooperative learning in particular, based on role division, rewards and competition, is highly popular. On the other hand, collaborative learning, the other type of group learning, based on mutual consultation and help-seeking without the structures of cooperative learning, is a challenge to introduce. The aim of this essay is to discuss the reasons why teachers in South East Asia face difficulty in adjusting to collaborative learning. Three issues are discussed, namely (1) students’ reluctance to ask what they do not know due to the lesson structure and negative psychological effects; (2) difficulty in creating sufficiently challenging tasks for students to have mutual consultation, due to the teachers’ insufficient experience in academic inquiry and expertise in their disciplines; and (3) connecting their learning from observation and reflection with their own teaching.

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“…Incorporating competitions into chemistry education is another well-studied method for increasing both classroom engagement and morale. − Furthermore, competitions are successful in the context of organic chemistry theory and nomenclature. − Given the advantages of classroom competitions and the recent development of chemistry-themed serious educational games, ,,,− implementing a class competition that teaches organic chemistry skills is a promising avenue toward improving the wellness and chemistry knowledge of social-distancing, distance-learning, organic chemistry students.…”

Section: Introductionmentioning

confidence: 99%

Gamification of ChemDraw during the COVID-19 Pandemic: Investigating How a Serious, Educational-Game Tournament (Molecule Madness) Impacts Student Wellness and Organic Chemistry Skills while Distance Learning

Fontana

2020

J. Chem. Educ.

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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.

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Tournament of Young Chemists in Ukraine: Engaging Students in Chemistry through a Role-Playing Game-Style Competition

Cited by 8 publications

References 5 publications

Tournament Battle: Gamifying Bibliographic Research and Oral Argumentation Applied to Chemical Engineering Topics

Tournament Battle: Gamifying Bibliographic Research and Oral Argumentation Applied to Chemical Engineering Topics

Issues in introducing collaborative learning in South East Asia: A critical discussion

Gamification of ChemDraw during the COVID-19 Pandemic: Investigating How a Serious, Educational-Game Tournament (Molecule Madness) Impacts Student Wellness and Organic Chemistry Skills while Distance Learning

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