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Chem-Okey Card Game: A Supplementary Learning Material to Introduce Acid-Base Concepts to Undergraduate Students

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Title: Chem-Okey Card Game: A Supplementary Learning Material to Introduce Acid-Base Concepts to Undergraduate Students
Language: English
Authors: Jomarie A. Batlag (ORCID 0009-0005-2576-3383), Angelo Mark P. Walag (ORCID 0000-0001-5828-5158)
Source: Journal of Education and Learning (EduLearn). 2026 20(1):474-484.
Availability: Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
Peer Reviewed: Y
Page Count: 11
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Secondary Education
Descriptors: Foreign Countries, Science Education, Chemistry, Game Based Learning, Educational Games, Material Development, Cooperative Learning, College Freshmen, Science Teachers, Scientific Concepts
Geographic Terms: Philippines
Assessment and Survey Identifiers: Program for International Student Assessment
ISSN: 2089-9823
2302-9277
Abstract: Teachers play an important role in adopting teaching strategies that foster active, constructive learning and make challenging subjects engaging and enjoyable. This study aimed to design, develop, and evaluate Chem-Okey, an educational card game, as a supplementary tool to master the acid-base concepts using game-based learning (GBL) theory. The evaluation process utilized a Likert scale based on the five criteria of GBL results indicated high acceptance and effectiveness in all criteria, demonstrating Chem-Okey's potential to significantly enhance student engagement and learning outcomes. The learning resources management and development system (LRMDS) of the Philippines' education standards were applied to validate the educational merit of the game, confirming its suitability for interactive content delivery. Furthermore, the results revealed that students had positive in-game, post-game, and social presence experiences, underscoring the game's ability to foster a collaborative and immersive learning environment. Chem-Okey's gameplay, requiring team strategy and peer dialogue, effectively promoted social interaction and cognitive engagement, making learning more enjoyable and effective. Chem-Okey is an effective supplementary learning tool, helping students enhance their understanding of acid-base concepts while enjoying the game. The findings highlight the value of well-designed educational tools in transforming learning experiences and promoting both academic and social competencies among students.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495358
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Chem-Okey Card Game: A Supplementary Learning Material to Introduce Acid-Base Concepts to Undergraduate Students
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  Data: <searchLink fieldCode="AR" term="%22Jomarie+A%2E+Batlag%22">Jomarie A. Batlag</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-2576-3383">0009-0005-2576-3383</externalLink>)<br /><searchLink fieldCode="AR" term="%22Angelo+Mark+P%2E+Walag%22">Angelo Mark P. Walag</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5828-5158">0000-0001-5828-5158</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+Learning+%28EduLearn%29%22"><i>Journal of Education and Learning (EduLearn)</i></searchLink>. 2026 20(1):474-484.
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  Data: Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
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  Data: 11
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  Data: Teachers play an important role in adopting teaching strategies that foster active, constructive learning and make challenging subjects engaging and enjoyable. This study aimed to design, develop, and evaluate Chem-Okey, an educational card game, as a supplementary tool to master the acid-base concepts using game-based learning (GBL) theory. The evaluation process utilized a Likert scale based on the five criteria of GBL results indicated high acceptance and effectiveness in all criteria, demonstrating Chem-Okey's potential to significantly enhance student engagement and learning outcomes. The learning resources management and development system (LRMDS) of the Philippines' education standards were applied to validate the educational merit of the game, confirming its suitability for interactive content delivery. Furthermore, the results revealed that students had positive in-game, post-game, and social presence experiences, underscoring the game's ability to foster a collaborative and immersive learning environment. Chem-Okey's gameplay, requiring team strategy and peer dialogue, effectively promoted social interaction and cognitive engagement, making learning more enjoyable and effective. Chem-Okey is an effective supplementary learning tool, helping students enhance their understanding of acid-base concepts while enjoying the game. The findings highlight the value of well-designed educational tools in transforming learning experiences and promoting both academic and social competencies among students.
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  Data: 2026
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