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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 0000-0002-6631-4382), Maria do Socorro Caldas Teotônio, Maria Elenir Nobre Pinho Ribeiro (ORCID 0000-0001-6896-7179), Jeanny da Silva Maciel (ORCID 0000-0001-5916-1747), Alda Karine Medeiros Holanda, Francisca Gleyciara Cavalcante Pinheiro, Maria Clara de Oliveira Alexandre, David Salviano de Oliveira, Antonio Jose´ Melo Leite Junior (ORCID 0000-0002-5061-1489)
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
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22José+Nunes+da+Silva+Júnior%22">José Nunes da Silva Júnior</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6631-4382">0000-0002-6631-4382</externalLink>)<br /><searchLink fieldCode="AR" term="%22Maria+do+Socorro+Caldas+Teotônio%22">Maria do Socorro Caldas Teotônio</searchLink><br /><searchLink fieldCode="AR" term="%22Maria+Elenir+Nobre+Pinho+Ribeiro%22">Maria Elenir Nobre Pinho Ribeiro</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6896-7179">0000-0001-6896-7179</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jeanny+da+Silva+Maciel%22">Jeanny da Silva Maciel</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5916-1747">0000-0001-5916-1747</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alda+Karine+Medeiros+Holanda%22">Alda Karine Medeiros Holanda</searchLink><br /><searchLink fieldCode="AR" term="%22Francisca+Gleyciara+Cavalcante+Pinheiro%22">Francisca Gleyciara Cavalcante Pinheiro</searchLink><br /><searchLink fieldCode="AR" term="%22Maria+Clara+de+Oliveira+Alexandre%22">Maria Clara de Oliveira Alexandre</searchLink><br /><searchLink fieldCode="AR" term="%22David+Salviano+de+Oliveira%22">David Salviano de Oliveira</searchLink><br /><searchLink fieldCode="AR" term="%22Antonio+Jose´+Melo+Leite+Junior%22">Antonio Jose´ Melo Leite Junior</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5061-1489">0000-0002-5061-1489</externalLink>)
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Gamification%22">Gamification</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Laboratories%22">Science Laboratories</searchLink><br /><searchLink fieldCode="DE" term="%22Chemistry%22">Chemistry</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Experiments%22">Science Experiments</searchLink><br /><searchLink fieldCode="DE" term="%22Game+Based+Learning%22">Game Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Brazil%22">Brazil</searchLink>
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  Data: 10.1021/acs.jchemed.5c00845
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  Data: 0021-9584<br />1938-1328
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  Data: 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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  Data: 2025
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  Data: EJ1486918
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1486918
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