Byusa Edwin, Kampire Edwige, Mwesigye Adrian Rwekaza
African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), University of Rwanda College of Education (URCE), Kayonza, P.O Box: 55, Rwamagana, Rwanda.
University of Rwanda College of Education (URCE), Kayonza, P.O Box: 55, Rwamagana, Rwanda.
Heliyon. 2022 May 27;8(5):e09541. doi: 10.1016/j.heliyon.2022.e09541. eCollection 2022 May.
The past decade has seen a significant shift from teacher-centered pedagogy to a learner-centered approach in chemistry education research. Game-based learning has emerged as one of the most beneficial instructional approaches because it emphasizes "hands-on" and "minds-on" activities in chemistry classrooms. However, there has been a scarcity of review studies in chemistry education research that have attempted to document different educational games implemented and how such games have contributed to enhancing students' motivation and understanding of chemistry concepts. A total of 57 articles were reviewed to identify educational games implemented in chemistry classrooms from 2010 to 2021 to address this gap. All the reviewed articles were downloaded from the Google Scholar search engine and have all been indexed by Scopus. A systematic analysis was adopted to identify the purposes, educational game designs and implementation, and the chemistry content areas of focus for all the reviewed studies. Results show that educational games enhance students' conceptual understanding of chemistry and increase their motivation to learn and have fun while making sense of the learned content.
在过去十年里，化学教育研究领域已从以教师为中心的教学法显著转向以学习者为中心的方法。基于游戏的学习已成为最有益的教学方法之一，因为它强调化学课堂中的“动手”和“动脑”活动。然而，在化学教育研究中，缺乏综述性研究来记录所实施的不同教育游戏，以及这些游戏如何有助于提高学生的学习动机和对化学概念的理解。为填补这一空白，共查阅了57篇文章，以确定2010年至2021年在化学课堂中实施的教育游戏。所有查阅的文章均从谷歌学术搜索引擎下载，且都被Scopus索引。采用系统分析来确定所有查阅研究的目的、教育游戏设计与实施，以及重点关注的化学内容领域。结果表明，教育游戏能增强学生对化学概念的理解，提高他们学习和在理解所学内容时获得乐趣的动机。
