The Effect of Educational Games on 10th Grade Students’ Critical Thinking in Chemistry

Articles in Press

Document Type : Original research

Authors

1 Department of Educational Administration, Farhangian University, P.O. Box 14665-889, Tehran, Iran

2 Department of Educational Administration, Payme Noor University, Tehran, Iran

10.48310/chemedu.2026.5281

Abstract

Background and Objective: Students gain access to new mental concepts and acquire more and better skills through games, especially educational games. The aim of this study was to investigate the effect of educational games on students’ critical thinking in the chemistry course of the tenth grade of secondary school. Materials and Methods: The research method was semi-experimental. The statistical population consisted of tenth grade students of the first district of Tabriz in the academic year 2025-2026. In this study, a cluster sampling method was used, in which one school and one tenth grade classes were selected from among secondary schools and placed in two experimental (20 students) and control (20 students) groups. In order to collect data, a critical thinking questionnaire (Ganji et al., 2013) was used, and the resulting data were analyzed using analysis of covariance. Findings: The results showed that educational games have a positive and significant effect on students’ critical thinking and its dimensions, including interpretive, inferential, evaluative, deductive, and inductive skills. Conclusion: The results emphasize the role of educational games on students’ critical thinking in the tenth-grade chemistry course. In order to remove the class flow from a passive and direct mode and involve the learner in the teaching process, teachers can make the abstract concepts of the chemistry lesson easier for learners through educational games and increase the learning rate for them.

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Research in Chemistry Education

Articles in Press, Accepted Manuscript
Available Online from 27 October 2026

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