MOVEMENT-BASED GAMIFICATION EFFECTIVENESS IN ORGANIC CHEMISTRY ACTIVE LEARNING AND RETENTION
DOI:
https://doi.org/10.55197/qjssh.v6i5.833Keywords:
movement-based gamification, organic chemistry, active learning, kinesthetic learning, student motivationAbstract
Organic chemistry often presents significant learning challenges, leading to low motivation and retention among STEM students. This study evaluates the effectiveness of movement-based gamification, a non-digital, kinesthetic approach, in improving engagement and knowledge retention in an introductory organic chemistry course. Thirty diploma-level students participated in checkpoint-style, team-based activities involving time-bound problem-solving and immediate feedback from facilitators. Pre- and post-intervention surveys measured six indicators, which are enjoyment, confidence, focus, recall, teamwork, and motivation, using a five-point Likert scale. Results showed significant improvements across all indicators, with the highest gains in enjoyment (86%), confidence (51%), focus (52%), and recall of nomenclature rules (51%). The results also showed a greater relative enhancement in psychological factors (confidence, enjoyment, motivation) by 60.36% compared to behavioural factors (focus, recall, teamwork) by 49.26%. Observations and student interviews confirm enhanced motivation, collaboration, and conceptual understanding. These findings demonstrate that movement-based gamification effectively promotes active participation and deeper learning while reducing reliance on screen-based tools. The approach provides an economical and engaging alternative for teaching complex scientific topics, creating a supportive and interactive classroom environment. Overall, the study suggests that integrating kinesthetic, game-like elements into chemistry instruction can significantly improve student motivation, focus, and knowledge retention.
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