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A role-playing tabletop game on laboratory techniques and chemical reactivity: a game-based learning approach to organic chemistry education

2025-08Artigo científico Acesso aberto
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datacite.subject.sdg03:Saúde de Qualidade
dc.contributor.authorCrucho, Carina
dc.contributor.authorGomes, Mário
dc.contributor.authorAvó, João
dc.date.accessioned2025-12-18T09:26:44Z
dc.date.available2025-12-18T09:26:44Z
dc.date.issued2025-08
dc.descriptionWe thank Polytechnic University of Lisbon for the funding support under the project IPL/IDI&CA2024/QORGame_ESTeSL.
dc.description.abstractThe teaching laboratory is central to chemistry education, but student engagement has declined in recent years. Game-based learning (GBL) offers a promising strategy to increase motivation and interactivity. Here, we present the design and assessment of a tabletop, narrative-driven GBL intervention for the organic chemistry lab, focused on the “Identification of an Unknown” challenge. Students used in-game currency, earned by solving chemistry problems and completing laboratory tasks, to acquire analytical data (infrared spectra, elemental analysis) and perform wet chemistry tests. The game fostered collaboration, problem-solving, and integration of theoretical and practical skills. To evaluate impact, we compared performance in the GBL year (n = 126) to the two prior years, analyzing grades, effect sizes (Cohen’s d), and variance. The practical mean grade increased by 0.56 points (p = 0.02, d = 0.32); the theoretical mean by 0.37 (p = 0.045, d = 0.31). Surveys (46 % response) indicated perceived gains in motivation and understanding, though some students found resource management challenging. Both quantitative and qualitative data support GBL’s potential to enhance engagement and learning in organic chemistry labs and other STEM courses.eng
dc.identifier.citationCrucho CI, Gomes MS, Avó J. A role-playing tabletop game on laboratory techniques and chemical reactivity: a game-based learning approach to organic chemistry education. Chem Teacher Int. 2025;7(3):455-470.
dc.identifier.doi10.1515/cti-2025-0063
dc.identifier.issn2569-3263
dc.identifier.urihttp://hdl.handle.net/10400.21/22357
dc.language.isoeng
dc.peerreviewedyes
dc.publisherWalter de Gruyter GmbH
dc.relation.hasversionhttps://www.degruyterbrill.com/document/doi/10.1515/cti-2025-0063/html?srsltid=AfmBOoquR1aWSqs2BhhZZpTBgSk9aEBBIKczvKzwIKsIAtPQSuV1FB5c
dc.relation.ispartofChemistry Teacher International
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectGame-based learning
dc.subjectOrganic chemistry
dc.subjectTeaching laboratory
dc.subjectStudent engagement
dc.subjectIPL/IDI&CA2024/QORGame_ESTeSL
dc.titleA role-playing tabletop game on laboratory techniques and chemical reactivity: a game-based learning approach to organic chemistry educationeng
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage470
oaire.citation.issue3
oaire.citation.startPage455
oaire.citation.titleChemistry Teacher International: Best Practices in Chemistry Education
oaire.citation.volume7
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85

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