Investigating the Impact of Collaborative and Individual Educational Games on Eighth-Grade Iranian Students' Chemistry Learning: A Quasi-Experimental Study

Articles in Press

Document Type : Original research

Authors

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

Abstract

Background and Objectives: 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. Method: 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.

Keywords

Research in Chemistry Education

Articles in Press, Accepted Manuscript
Available Online from 26 December 2025

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