Game creation and chunking in teaching the periodic table, designing eight creative examples, and evaluating the quality of games

Articles in Press

Document Type : Original research

Authors

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

2 Member of the National Secretariat of Chemistry, General Directorate of Education of the Counties of Tehran Province, Iran

10.48310/chemedu.2026.20688.1370

Abstract

Background and Objective: Learning the first 36 elements of the periodic table is a fundamental gateway to the world of chemistry. However, for many students, this gateway turns into a heavy and demotivating challenge. Employing innovative approaches such as gamification provides a valuable opportunity to activate learning and foster classroom interaction. The present study aimed to design and evaluate a set of creative educational games to enhance learning and strengthen memory retention of periodic table elements among high school students, particularly those in grade 10. Materials and Methods: This developmental study was conducted with a quantitative educational design approach. The stages included content analysis of the chemistry textbook, determination of learning objectives, design of eight educational games based on cognitive psychology principles (especially chunking), and content validation by experts. To assess the quality of the games, a five-point Likert-scale questionnaire was distributed among 35 pre-service science teachers, and the data were analyzed using mean, standard deviation, and Cronbach’s alpha coefficient. Findings: Results indicated that most of the games were rated favorably in terms of attractiveness, design coherence, and alignment with educational objectives. The use of chunking techniques reduced cognitive load and improved the ability to encode and retrieve information in working memory. Three games “Atomic Clock" 36”, “Binary Burst” and “Conductor Train” received the highest scores, while the game “Code 1-2-3” required revision. Conclusion: This study demonstrated that instructional design grounded in cognitive principles and gamification can effectively enhance the quality of learning periodic table elements. The proposed framework offers a practical model for chemistry teachers and paves the way for future research on evaluating the effectiveness of educational games in real learning environments.

Keywords

Research in Chemistry Education

Articles in Press, Accepted Manuscript
Available Online from 01 February 2026

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