Gamification 2.0: Gamifying an Entire Introductory Organic Chemistry Course Again

IF 2.5 3区教育学 Q2 CHEMISTRY, MULTIDISCIPLINARY Journal of Chemical Education Pub Date : 2025-01-06 DOI:10.1021/acs.jchemed.4c0118310.1021/acs.jchemed.4c01183

José Nunes da Silva Junior*, Maria do Socorro Caldas Teotônio, Antonio José Melo Leite Junior, João Gabriel Benício Vasconcelos Pinheiro and Lucas Lima da Silva,

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引用次数: 0

Abstract

After analyzing the students’ opinions and performances obtained in the previous Gamification 1.0 implemented in 2021, as well as our self-evaluation, we propose a new set of mechanics, dynamics, and aesthetics that were the basis of a new gamification─Gamification 2.0. This article outlines this new gamification process for a Brazilian university’s entire Introductory Organic Chemistry course. Its main difference from Gamification 1.0 is related to the student assessment strategy, whose course averages are now obtained exclusively from the total points (XPs) obtained in each gamification dynamic. The paper also describes how we implemented these new solutions over two semesters (2023.2 and 2024.1) in the Chemistry and Pharmacy courses as an active didactic strategy that uses game thinking, gameplay mechanics, and game elements in nongame contexts to engage students and enhance their knowledge of organic chemistry.

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来源期刊

Journal of Chemical Education 化学-化学综合

CiteScore

5.60

自引率

50.00%

发文量

465

审稿时长

6.5 months

期刊介绍： The Journal of Chemical Education is the official journal of the Division of Chemical Education of the American Chemical Society, co-published with the American Chemical Society Publications Division. Launched in 1924, the Journal of Chemical Education is the world’s premier chemical education journal. The Journal publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.