What Do Students Think of Mobile Chemistry Games? Implications for Developing Mobile Learning Games in Chemistry Education
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| Title: | What Do Students Think of Mobile Chemistry Games? Implications for Developing Mobile Learning Games in Chemistry Education |
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| Language: | English |
| Authors: | Garcia, Manuel B. (ORCID |
| Source: | International Journal of Game-Based Learning. 2023 13(1). |
| Availability: | IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: https://www.igi-global.com/journals/ |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2023 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Chemistry, Science Instruction, Educational Games, Telecommunications, Handheld Devices, Student Attitudes, College Students, Experience, Competence, Student Experience, Self Esteem, Leisure Time, Foreign Countries |
| Geographic Terms: | Philippines |
| DOI: | 10.4018/ijgbl.327450 |
| ISSN: | 2155-6849 2155-6857 |
| Abstract: | The impact of digital games on chemistry education has received less attention compared to other scientific fields. This research gap resulted in a limited understanding of how to effectively design mobile chemistry games (MCG) distinct from non-science mobile learning games (MLG). This study aims to explore students' attitudes toward MCG and gather their opinions on the game components using a mixed-methods research design. A total of 698 students from urban universities, categorized into technology, chemistry, and education cohorts based on their academic majors, participated to provide diverse perspectives. The results revealed significant disparities in gameplay experience, particularly in competence and relatedness, between MLG and MCG. Students' educational background significantly influenced their confidence and leisure levels. Concerningly, students exhibited a negative attitude towards MCG. The study provides game developers with a guideline for developing MCG and offers chemistry teachers a framework for selecting appropriate MLG in the context of chemistry education. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1403368 |
| Database: | ERIC |
| Abstract: | The impact of digital games on chemistry education has received less attention compared to other scientific fields. This research gap resulted in a limited understanding of how to effectively design mobile chemistry games (MCG) distinct from non-science mobile learning games (MLG). This study aims to explore students' attitudes toward MCG and gather their opinions on the game components using a mixed-methods research design. A total of 698 students from urban universities, categorized into technology, chemistry, and education cohorts based on their academic majors, participated to provide diverse perspectives. The results revealed significant disparities in gameplay experience, particularly in competence and relatedness, between MLG and MCG. Students' educational background significantly influenced their confidence and leisure levels. Concerningly, students exhibited a negative attitude towards MCG. The study provides game developers with a guideline for developing MCG and offers chemistry teachers a framework for selecting appropriate MLG in the context of chemistry education. |
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| ISSN: | 2155-6849 2155-6857 |
| DOI: | 10.4018/ijgbl.327450 |
