The Need for SPD: A Hybridization-Based Card Game for Students on Introductory Chemistry Courses

The gamification of learning has increased in popularity in recent years as a tool for enhancing student engagement and attainment. In undergraduate chemistry courses, hybridization is a fundamental concept that students need to master in order to understand introductory organic and inorganic topics...

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Bibliographic Details
Published in:Journal of chemical education 2024-09, Vol.101 (9), p.4030-4036
Main Authors: Brass, Rudy, Braithwaite, Ebunoluwa, Edwards, Hope E., Kaur, Jasleen, Kleanthous, Anna, Madhlangobe, Toby T., Mistry, Anand D., Suma, Ared, Hin, Shane Lo Fan, Williams, Dylan P.
Format: Article
Language:English
Subjects:
Card games
Chemistry
College students
Colleges & universities
Educational Resources
Fundamental Concepts
Gamification
Hybridization
Inorganic chemistry
Learner Engagement
Learning
Learning outcomes
Organic chemistry
Science activities
Student participation
Students
Topics
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Summary:The gamification of learning has increased in popularity in recent years as a tool for enhancing student engagement and attainment. In undergraduate chemistry courses, hybridization is a fundamental concept that students need to master in order to understand introductory organic and inorganic topics. This study focused on the development of a card game for use as a revision tool (i.e., a learning resource that can be used by students to engage with a topic they have previously encountered and develop their understanding of the topic in advance of an assessment) based on the topic of hybridization for students taking introductory chemistry courses. The game was designed to both engage students and support their learning. Covering the core concepts of hybridization, including molecular geometry, orbital character, and hybridization states, the speed-based game requires students to answer “question cards” before their opponents by placing down the correct “hybridization card”. The game was implemented with chemistry cohorts at the University of Birmingham, United Kingdom, and Xi’an Jiatong-Liverpool University, China. The impact of the game on student learning was evaluated through pre- and postintervention quizzes, as well as a survey based on student impressions of the game play experience. Students responded positively about the game play experiences, and a comparison of quiz scores suggests a positive impact on student understanding of the topic.
ISSN:0021-9584
1938-1328
DOI:10.1021/acs.jchemed.3c01204