Abstract:

This work explores the use of Game Based Learning (GBL) as a knowledge-reinforcement tool for students. A videogame has been designed using RPGMAKER MZ to complement lab training for Chemistry students, following the University of Valencia syllabus. The game is divided into three main parts: analysis of 17 cations by the simulation of qualitative analysis, titration of amoxicillin by the simulation of quantitative analysis and numerical exercises programmed as an interactive guide to solve them. To evaluate the acceptance degree by students, satisfaction surveys were collected. In these surveys students evaluate each parameter between 1 and 9.

In the qualitative analysis simulation, students follow a flowchart in which the cations are separated into 6 groups. When they finish each experiment, the game provides them an image of the real result obtained in the laboratory. Also, the theoretical foundations and the detailed procedural steps are included within the game. The surveys ask about parameters such as global satisfaction, degree of similarity when compared to the actual experiment, easiness to control the game, how long does it take to finish the game, originality, entertainment, learning experience and the willingness to repeat. In this part of the game, the above mentioned parameters were evaluated with 8.2/9, 7.3/9, 8/9, 5/9, 8/9, 7.9/9, 8.4/9 and 8.4/9, respectively. When asked about the time needed (1-short/9-long time), a score around 5 was obtained, meaning that the time to carry out the practise is considered as adequate.

In the quantitative analysis simulation, students perform a titration to determine the content of amoxicillin in pharmaceuticals, doing a previous normalization of the standard. The practice is completed when the student handles the obtained result to the virtual teacher. In this part of the game, the average scores obtained were around 8, and the time required was evaluated as adequate (with a score of 5.4).

Regarding the resolution of numerical exercises, the students enter in a “theatre” (a classroom of the chemistry faculty) where actors are dressed as monsters in a “dungeon”. To defeat the monsters, students need to solve chemical exercises. The exercises are programmed in order to help students solve each type of exercise. In this way, they have a guide which can be also applied to solve exercises in the real class. This part has two difficulty levels, for high school and for college, with a total of 15 different types of exercises programmed. The average scores obtained were between 7.1 and 8.3, being 5.7 for the time needed, and 8.9 for the utility of the game as teaching tool.

These results show that GBL is useful for chemical education, and that interactive tools like a game improve the interest of the students. The game was well received by students, which encourages us to continue creating new content and applying the game to other fields of knowledge.

Acknowledgements:
The authors thank the Servei de Formació Permanent I Innovació Educativa of the Universitat de València for the teaching innovation project UV-SFPIE_PID-2079679.

Keywords:

Chemistry, Game-based Learning, RPGMAKER MZ, Simulation.