Gamifying a General Chemistry Laboratory Course as a Strategy to Improve the Students' Motivation
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| Title: | Gamifying a General Chemistry Laboratory Course as a Strategy to Improve the Students' Motivation |
|---|---|
| Language: | English |
| Authors: | José Nunes da Silva Júnior (ORCID |
| Source: | Journal of Chemical Education. 2025 102(10):4508-4518. |
| Availability: | Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Gamification, Science Laboratories, Chemistry, Science Experiments, Game Based Learning, College Students, Student Attitudes, Educational Technology, Technology Uses in Education, Foreign Countries |
| Geographic Terms: | Brazil |
| DOI: | 10.1021/acs.jchemed.5c00845 |
| ISSN: | 0021-9584 1938-1328 |
| Abstract: | This article describes the design, implementation, and evaluation of the gamification of laboratory activities in a General Chemistry course at the Federal University of Ceará in Brazil. In the gamified laboratory, seven experiments traditionally performed in the course were transformed into ten missions, incorporating game elements such as experience points (XP), virtual coins, and physical rewards to increase student engagement. Gamification was implemented in five classes--two from the Food Engineering program and three from the Pharmacy program--totaling 91 students. Participants evaluated it positively as an alternative to traditional teaching methodologies, in which students merely reproduce procedures in a laboratory. The results indicate that, when properly implemented with educational technologies and clearly defined pedagogical objectives, gamification can be a transformative tool for experimental teaching. It promotes active and collaborative learning while offering a replicable model that supports autonomy, competence, and social interaction in the learning process. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1486918 |
| Database: | ERIC |
| Abstract: | This article describes the design, implementation, and evaluation of the gamification of laboratory activities in a General Chemistry course at the Federal University of Ceará in Brazil. In the gamified laboratory, seven experiments traditionally performed in the course were transformed into ten missions, incorporating game elements such as experience points (XP), virtual coins, and physical rewards to increase student engagement. Gamification was implemented in five classes--two from the Food Engineering program and three from the Pharmacy program--totaling 91 students. Participants evaluated it positively as an alternative to traditional teaching methodologies, in which students merely reproduce procedures in a laboratory. The results indicate that, when properly implemented with educational technologies and clearly defined pedagogical objectives, gamification can be a transformative tool for experimental teaching. It promotes active and collaborative learning while offering a replicable model that supports autonomy, competence, and social interaction in the learning process. |
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| ISSN: | 0021-9584 1938-1328 |
| DOI: | 10.1021/acs.jchemed.5c00845 |
