What Do Students Think of Mobile Chemistry Games? Implications for Developing Mobile Learning Games in Chemistry Education

The impact of digital games on chemistry education has received less attention compared to other scientific fields. This research gap resulted in a limited understanding of how to effectively design mobile chemistry games (MCG) distinct from non-science mobile learning games (MLG). This study aims t...

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Bibliographic Details
Published inInternational journal of game-based learning Vol. 13; no. 1; pp. 1 - 25
Main Authors Garcia, Manuel B, Barrientos, Rodell C
Format Journal Article
LanguageEnglish
Published Hershey IGI Global 01.01.2023
Subjects
Attitudes
Chemistry
College Students
Colleges & universities
Competence
Computer & video games
Education
Educational Games
Experience
Foreign Countries
Handheld Devices
Learning
Leisure Time
Mixed methods research
Science Instruction
Self Esteem
Student Attitudes
Student Experience
Students
Telecommunications
Philippines
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Summary:The impact of digital games on chemistry education has received less attention compared to other scientific fields. This research gap resulted in a limited understanding of how to effectively design mobile chemistry games (MCG) distinct from non-science mobile learning games (MLG). This study aims to explore students' attitudes toward MCG and gather their opinions on the game components using a mixed-methods research design. A total of 698 students from urban universities, categorized into technology, chemistry, and education cohorts based on their academic majors, participated to provide diverse perspectives. The results revealed significant disparities in gameplay experience, particularly in competence and relatedness, between MLG and MCG. Students' educational background significantly influenced their confidence and leisure levels. Concerningly, students exhibited a negative attitude towards MCG. The study provides game developers with a guideline for developing MCG and offers chemistry teachers a framework for selecting appropriate MLG in the context of chemistry education.
ISSN:2155-6849
2155-6857
DOI:10.4018/ijgbl.327450