What Do Students Think of Mobile Chemistry Games?: Implications for Developing Mobile Learning Games in Chemistry Education
International Journal of Game-Based Learning
(2023), Vol. 13, No. 1, pp. 1-25
Manuel B. Garcia
a
,
Rodell C. Barrientos
b
a College of Education, University of the Philippines Diliman, Quezon City, Philippines & Educational Innovation and Technology Hub, FEU Institute of Technology, Manila, Philippines
b Department of Chemistry and Biochemistry, The University of North Carolina at Greensboro, Greensboro, USA
Abstract: The impact of digital games on chemistry education has received less attention compared to other scientific fields. This research gap resulted in a limited understanding of how to effectively design mobile chemistry games (MCG) distinct from non-science mobile learning games (MLG). This study aims to explore students' attitudes toward MCG and gather their opinions on the game components using a mixed-methods research design. A total of 698 students from urban universities, categorized into technology, chemistry, and education cohorts based on their academic majors, participated to provide diverse perspectives. The results revealed significant disparities in gameplay experience, particularly in competence and relatedness, between MLG and MCG. Students' educational background significantly influenced their confidence and leisure levels. Concerningly, students exhibited a negative attitude towards MCG. The study provides game developers with a guideline for developing MCG and offers chemistry teachers a framework for selecting appropriate MLG in the context of chemistry education.