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Chemistry Mobile Game-Based App: Iinvestigating Its Effect on Students' Self-Regulation, Self-Efficacy, and Conceptual Understanding

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Bibliographic Details
Title: Chemistry Mobile Game-Based App: Iinvestigating Its Effect on Students' Self-Regulation, Self-Efficacy, and Conceptual Understanding
Language: English
Authors: Honey Grace R. Benzon (ORCID 0009-0005-1019-195X), Ralph Lauren M. Alomia (ORCID 0009-0008-2899-5093), Marivic S. Lacsamana (ORCID 0000-0002-5881-2429), Hazel Joyce M. Ramirez (ORCID 0000-0002-5408-484X)
Source: Innovations in Education and Teaching International. 2025 62(4):1409-1423.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Chemistry, Computer Oriented Programs, Handheld Devices, Game Based Learning, Self Efficacy, Metacognition, Scientific Concepts, Science Education, Telecommunications, Content Validity, Scores
DOI: 10.1080/14703297.2024.2391043
ISSN: 1470-3297
1470-3300
Abstract: With the increasing reliance on digital platforms, mobile game-based phone applications provide avenues to enhance learning of complex chemical concepts. This research developed a mobile game-based phone application designed to simulate the qualitative inorganic analysis of cations, determine its effects on learning, and examine students' insights on using the mobile application. The developed app showed a Content Validity Index of 1, suggesting acceptable validity and relevance. Data analysis revealed an increase in the pre-test to post-test scores in terms of students' metacognitive self-regulation skills, self-efficacy, and conceptual understanding after the intervention. This study offers essential implications for the potential of mobile game-based applications as valuable educational resources in chemistry.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1476894
Database: ERIC
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Description
Abstract:With the increasing reliance on digital platforms, mobile game-based phone applications provide avenues to enhance learning of complex chemical concepts. This research developed a mobile game-based phone application designed to simulate the qualitative inorganic analysis of cations, determine its effects on learning, and examine students' insights on using the mobile application. The developed app showed a Content Validity Index of 1, suggesting acceptable validity and relevance. Data analysis revealed an increase in the pre-test to post-test scores in terms of students' metacognitive self-regulation skills, self-efficacy, and conceptual understanding after the intervention. This study offers essential implications for the potential of mobile game-based applications as valuable educational resources in chemistry.
ISSN:1470-3297
1470-3300
DOI:10.1080/14703297.2024.2391043