Investigating the impact of collaborative and individual educational games on eighth-grade Iranian students’ learning in chemistry: A quasi-experimental study

نوع مقاله : مقاله پژوهشی

نویسندگان

1 MSc Student in Chemistry Education, Department of Chemistry Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran

2 Department 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

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 Gharloghi 1
  • Mahshid Golestaneh 2
  • Seyed Mohsen Mousavi 2
1 MSc Student in Chemistry Education, Department of Chemistry Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran
2 Department 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

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