Gamification and Experiential Learning in Chemistry: A Strategy for Understanding Oxidation-Reduction Reactions

• Published in: IEEE Global Engineering Education Conference pp. 1 - 7
• Main Authors: Morales-Nava, Rosmarbel, Nieto-Jalil, Jose M., Diaz-Morales, Leonardo A.
• Format: Conference Proceeding
• Language: English
• Published: IEEE 08.05.2024
• Subjects: Chemistry; Educational innovation; Electricity; experiential learning; gamification; Instruments; Limiting; Professional education; Redox; Tec 21 Model; Technological innovation; Training
• ISSN: 2165-9567
• DOI: 10.1109/EDUCON60312.2024.10578739

In this article, we present the results of a study carried out in the subject "Chemical Experimentation and Fundamental Statistical Thinking in Engineering" (Q1021) with engineering students from Tecnológico de Monterrey. In this study, we applied an innovative learning approach that combines gamification and experiential learning. Our project focused on improving the understanding of oxidation-reduction reactions in the field of chemistry. Instead of relying on traditional memorization methods, we implemented a pioneering approach that involves gamification and hands-on experience. The students actively constructed electrochemical cells and miniature vehicles powered by these cells. Subsequently, they participated in various speed and distance competitions. This approach not only helped retain key concepts but also encouraged a deep understanding of the underlying processes, requiring the practical application of physics and mathematical principles. The results demonstrated a notable improvement in understanding oxidation-reduction reactions and specific skills, surpassing the control group. These results are not limited only to the field of chemistry but also suggest the possibility of applying these innovative approaches in the teaching of chemistry in other related disciplines as physics, mathematics and electricity. This interdisciplinary approach proves to be a highly effective strategy to promote deep and long lasting learning in various areas, with potential significant implications for pedagogy in higher education and the teaching of Exact Sciences.