Clash of Chemists: A gamified blog to master the concept of limiting reagent stoichiometry

First Year Undergraduate; General, Analogies; Transfer, Collaborative; Cooperative Learning, Communication; Writing, Internet; Web-Based Learning, Stoichiometry

Abstract :

[en] In a first-year university course, students experienced a new learning activity (“Clash of Chemists”) prompting them to create and share personal analogies explaining the difference between stoichiometric and non-stoichiometric reaction conditions, also known in literature as "limiting reagent stoichiometry". To support students’ commitment to this unusual assignment, the instructional design drew on a blog enriched with game mechanics (tournament, video rewards, and leaderboard), as found in popular mini-games. The paper reports on the activity’s outputs and on participants’ perceptions of its usability, usefulness and generated satisfaction. Overall students’ reception of this mini-game was positive. A significant difference between players and non-players’ end-of-term exam results was highlighted.

Disciplines :

Education & instruction
Chemistry

Author, co-author :

le Maire, Nathalie ; Université de Liège - ULiège > Agronomie, Bio-ingénierie et Chimie (AgroBioChem) > Chimie des agro-biosystèmes

Verpoorten, Dominique ; Université de Liège - ULiège > IFRES : Pédagogie de l'Enseignement supérieur

Fauconnier, Marie-Laure ; Université de Liège - ULiège > Agronomie, Bio-ingénierie et Chimie (AgroBioChem) > Chimie des agro-biosystèmes

Colaux, Catherine ; Université de Liège - ULiège > Décanat (GxABT)

Language :

English

Title :

Clash of Chemists: A gamified blog to master the concept of limiting reagent stoichiometry

Publication date :

08 February 2018

Journal title :

Journal of Chemical Education

ISSN :

0021-9584

eISSN :

1938-1328

Publisher :

Norbert J. Pienta

Peer reviewed :

Peer Reviewed verified by ORBi

Additional URL :

https://pubs.acs.org/toc/jceda8/current

Commentary :

Manuscript ID : ed-2017-00256h.R3

Available on ORBi :

since 10 February 2018

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303 (54 by ULiège)

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766 (20 by ULiège)

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