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Investigating the impact of collaborative and individual educational games on eighth-grade Iranian students’ learning in chemistry: A quasi-experimental study | ||
| پژوهش در آموزش شیمی | ||
| مقاله 21، دوره 8، شماره 2 - شماره پیاپی 30، تیر 1405، صفحه 82-95 اصل مقاله (632.17 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/chemedu.2025.20963.1374 | ||
| نویسندگان | ||
| Samaneh Gharloghi1؛ Mahshid Golestaneh* 2؛ Seyed Mohsen Mousavi2 | ||
| 1MSc Student in Chemistry Education, Department of Chemistry Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran | ||
| 2Department of Chemistry Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran | ||
| چکیده | ||
| Background and Objective: Learning chemistry at the secondary level is often challenging for students due to the abstract and multi-representational nature of its concepts. Conventional teaching methods frequently lead to superficial learning and diminished motivation. Consequently, active instructional strategies, including game-based learning, have attracted growing scholarly attention. This study examined the impact of educational games on the understanding of chemistry concepts among eighth-grade female students. Methods: Using a quasi-experimental pretest–posttest control group design, 41 students were randomly assigned to either a control group (n = 23) or an experimental group (n = 18). The experimental group participated in six 90-minute sessions involving both collaborative and individual games, while the control group received traditional instruction. Data were collected through a researcher-developed achievement test and students’ reflective notes. Findings: Analysis of covariance indicated that game-based learning significantly enhanced students’ conceptual understanding (F (1,39) = 40.35, p < 0.001, η² = 0.52). Moreover, collaborative games yielded more significant effects on learning (η² = 0.72) than individual games (η² = 0.23). Qualitative analysis of students’ reflections revealed that collaborative games promoted social interaction, teamwork, and collective learning, whereas individual games strengthened autonomy, self-regulation, and focused engagement. Conclusion: These findings suggest that game-based instruction—particularly collaborative formats—can enhance both motivation and the depth of students’ learning in chemistry. | ||
| کلیدواژهها | ||
| Game-based learning؛ Chemistry education؛ Collaborative learning؛ Individual learning؛ Secondary education | ||
| عنوان مقاله [English] | ||
| Investigating the impact of collaborative and individual educational games on eighth-grade Iranian students’ learning in chemistry: A quasi-experimental study | ||
| نویسندگان [English] | ||
| Samaneh Gharloghi1؛ Mahshid Golestaneh2؛ Seyed Mohsen Mousavi2 | ||
| 1MSc Student in Chemistry Education, Department of Chemistry Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran | ||
| 2Department of Chemistry Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran | ||
| چکیده [English] | ||
| Background and Objective: Learning chemistry at the secondary level is often challenging for students due to the abstract and multi-representational nature of its concepts. Conventional teaching methods frequently lead to superficial learning and diminished motivation. Consequently, active instructional strategies, including game-based learning, have attracted growing scholarly attention. This study examined the impact of educational games on the understanding of chemistry concepts among eighth-grade female students. Methods: Using a quasi-experimental pretest–posttest control group design, 41 students were randomly assigned to either a control group (n = 23) or an experimental group (n = 18). The experimental group participated in six 90-minute sessions involving both collaborative and individual games, while the control group received traditional instruction. Data were collected through a researcher-developed achievement test and students’ reflective notes. Findings: Analysis of covariance indicated that game-based learning significantly enhanced students’ conceptual understanding (F (1,39) = 40.35, p < 0.001, η² = 0.52). Moreover, collaborative games yielded more significant effects on learning (η² = 0.72) than individual games (η² = 0.23). Qualitative analysis of students’ reflections revealed that collaborative games promoted social interaction, teamwork, and collective learning, whereas individual games strengthened autonomy, self-regulation, and focused engagement. Conclusion: These findings suggest that game-based instruction—particularly collaborative formats—can enhance both motivation and the depth of students’ learning in chemistry. | ||
| کلیدواژهها [English] | ||
| Game-based learning, Chemistry education, Collaborative learning, Individual learning, Secondary education | ||
| مراجع | ||
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Academic press. https://doi.org/10.1016/B978-012109890-2/50031-7 | ||
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