2025/08/20 by Carina I. C. Crucho, Mário Gomes, João Avó · 1 voice
Computer Science · Psychology · Social Sciences · #Educational Games and Gamification #Innovative Teaching Methods #Mobile Learning in Education
paper · pdf · doi:10.1515/cti-2025-0063
openalex publication_date 2025/08/20 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/22
Abstract The teaching laboratory is central to chemistry education, but student engagement has declined in recent years. Game-based learning (GBL) offers a promising strategy to increase motivation and interactivity. Here, we present the design and assessment of a tabletop, narrative-driven GBL intervention for the organic chemistry lab, focused on the “Identification of an Unknown” challenge. Students used in-game currency, earned by solving chemistry problems and completing laboratory tasks, to acquire analytical data (infrared spectra, elemental analysis) and perform wet chemistry tests. The game fostered collaboration, problem-solving, and integration of theoretical and practical skills. To evaluate impact, we compared performance in the GBL year ( n = 126) to the two prior years, analyzing grades, effect sizes (Cohen’s d), and variance. The practical mean grade increased by 0.56 points ( p = 0.02, d = 0.32); the theoretical mean by 0.37 ( p = 0.045, d = 0.31). Surveys (46 % response) indicated perceived gains in motivation and understanding, though some students found resource management challenging. Both quantitative and qualitative data support GBL’s potential to enhance engagement and learning in organic chemistry labs and other STEM courses.