A JOURNEY INTO THE THRILLING DEPTHS OF CHEMISTRY THROUGH GAMIFICATION

Authors

  • MOHD IZANI OTHMAN Faculty of Pharmacy, Universiti Teknologi MARA Cawangan Pulau Pinang Kampus Bertam, Pulau Pinang, Malaysia.
  • NURUL IZZA HUSIN Department of Applied Sciences, Universiti Teknologi MARA Cawangan Pulau Pinang Kampus Permatang Pauh, Pulau Pinang, Malaysia.
  • AINNIE RAHAYU ABDULLAH Department of Applied Sciences, Universiti Teknologi MARA Cawangan Pulau Pinang Kampus Permatang Pauh, Pulau Pinang, Malaysia.
  • NOR AZIYAH BAKHARI Department of Applied Sciences, Universiti Teknologi MARA Cawangan Pulau Pinang Kampus Permatang Pauh, Pulau Pinang, Malaysia.
  • AZRINAWATI MOHD ZIN Department of Applied Sciences, Universiti Teknologi MARA Cawangan Pulau Pinang Kampus Permatang Pauh, Pulau Pinang, Malaysia.
  • MARINA MOKHTAR Department of Applied Sciences, Universiti Teknologi MARA Cawangan Pulau Pinang Kampus Permatang Pauh, Pulau Pinang, Malaysia.

DOI:

https://doi.org/10.55197/qjssh.v5i2.349

Keywords:

chemistry, gamification, interactive learning, student motivation, scientific exploration

Abstract

In the realm of Pre-Diploma in Science education, cultivating an engaging and interactive learning environment stands as a pivotal factor for student success. Acknowledging the centrality of science as a core subject, this study investigates the potential of gamification to enrich the learning experience and enhance scientific thinking skills among students. The primary objectives involve assessing the impact of CHEM-XPLORACE, a gamified science activity, on students' motivation and learning in the Chemistry subject. Specifically, the study aims to explore students' responses to the integration of gamification in science education. Data were collected from 70 Pre-Diploma in Science students at a branch of Universiti Teknologi MARA, employing a combination of observation and questionnaire survey. Through their participation in CHEM-XPLORACE activities, students' experiences, perceptions, and learning outcomes were systematically gathered and analyzed. The findings uncovered a positive correlation between the implementation of CHEM-XPLORACE and heightened student enjoyment and motivation in learning science, particularly Chemistry. Moreover, students reported an enhancement in their ability to retain scientific facts and knowledge, attributed to their engagement in the gamified activities. The observed increase in motivation and learning outcomes underscores the effectiveness of gamification in Chemistry teaching and learning. The incorporation of interactive and enjoyable elements in learning environments can contribute to a more positive attitude towards science, fostering a deeper understanding of the subject matter. The study recommends educators consider integrating gamification strategies to enhance science education in Pre-Diploma programs.

References

Alomari, I., Al-Samarraie, H., Yousef, R. (2019): The role of gamification techniques in promoting student learning: a review and synthesis. – Journal of Information Technology Education: Research 18: 395-417.

Álvarez-Herrero, J., Valls-Bautista, C. (2021): The game as a strategy of learning Chemistry among high school students. – European Journal of Science and Mathematics Education 9: 80-91.

Bernal, J., Ares, A.M., Bernal, J., Nozal, M.J., Sánchez, F.J. (2018): Results of the use of Kahoot! gamification tool in a course of Chemistry. – Proceedings of the 4th International Conference on Higher Education Advances (HEAd'18) 7p.

Cardellini, L. (2012): Chemistry: why the subject is difficult? – Educación Química 23(Supplement 2): 305-310.

Chans, G.M., Castro, M. (2021): Gamification as a strategy to increase motivation and engagement in higher education Chemistry students. – Computers 10(10): 24p.

Gabel, D. (1999): Improving teaching and learning through Chemistry education research: a look to the future. – Journal of Chemical Education 76(4): 548-554.

Hürsen, Ç., Bas, C. (2019): Use of gamification applications in science education. – International Journal of Emerging Technologies in Learning 14(01): 4-23.

Kamisah, O., Nur, S. (2013): Conceptual understanding in secondary school chemistry: a discussion of the difficulties experienced by students. – American Journal of Applied Sciences 10(5): 433-441.

Lay, A.N., Osman, K. (2018): Developing 21st Century Chemistry Learning through Designing Digital Games. – Journal of Education in Science, Environment and Health 4(1): 81-92.

Lutfi, A., Aftinia, F., Eka Permani, B. (2023): Gamification: Game as a medium for learning chemistry to motivate and increase retention of student learning outcomes. – Journal of Technology and Science Education 13(1): 193-207.

Lutfi, A., Hidayah, R. (2021): Gamification for learning media: Learning chemistry with games based on smartphone. – In Journal of Physics: Conference Series, IOP Publishing 1899(1): 7p.

Montenegro-Rueda, M., Fernández-Cerero, J., Mena-Guacas, A.F., Reyes-Rebollo, M. (2023): Impact of Gamified Teaching on University Student Learning. – Education Sciences 13(5): 13p.

Nurtanto, M., Kholifah, N., Ahdhianto, E., Samsudin, A., Isnantyo, F.D. (2021): A Review of Gamification Impact on Student Behavioural and Learning Outcomes. – International Journal of Interactive Mobile Technologies 15(21): 22-36.

Ong, A.K. (2022): A Machine Learning Ensemble Approach for Predicting Factors Affecting STEM Students’ Future Intention to Enroll in Chemistry-Related Courses. – Sustainability 14(23): 17p.

Purwanto, A., Rahmawati, Y., Rahmayanti, N., Mardiah, A., Amalia, R. (2022): Socio-critical and problem-oriented approach in environmental issues for students' critical thinking skills development in Chemistry learning. – Journal of Technology and Science Education 12(1): 50-67.

Rahman, M.H., Panessai, I., Noor, N.A., Salleh, N.S. (2018): Gamification elements and their impacts on teaching and learning -a review. – The International Journal of Multimedia & Its Applications 10(6): 37-46.

Sanmugam, M., Mohamed, H., Zaid, N.M., Abdullah, Z.B., Aris, B., Suhadi, S.M. (2016): Gamification's Role as a Learning and Assessment Tool in Education. – International Journal of Knowledge-Based Organizations 6(4): 28-38.

Saritas, D., Özcan, H., Adúriz-Bravo, A. (2021): Observation and inference in chemistry teaching: a model-based approach to the integration of the macro and submicro levels. – Science & Education 30(5): 1289-1314.

Taufiq, M., Ghani, A., Aziz, W.A., Daud, W. (2018): Adaptation Of ADDIE Instructional Model in Developing Educational Website for Language Learning. – Global Journal Al Thaqafah 8(2): 7-16.

Wu, C., Chen, C., Wang, S., Hou, H. (2018): The Design and Evaluation of a Gamification Teaching Activity Using Board Game and QR Code for Organic Chemical Structure and Functional Groups Learning. – 7th International Congress on Advanced Applied Informatics (IIAI-AAI) 1p.

Downloads

Published

2024-04-28

How to Cite

OTHMAN, M. I., HUSIN, N. I., ABDULLAH, A. R., BAKHARI, N. A., MOHD ZIN, A., & MOKHTAR, M. (2024). A JOURNEY INTO THE THRILLING DEPTHS OF CHEMISTRY THROUGH GAMIFICATION. Quantum Journal of Social Sciences and Humanities, 5(2), 104–110. https://doi.org/10.55197/qjssh.v5i2.349

Issue

Section

Articles