Year: 2015
Type: dissertation
Abstract: Interest in studying chemistry has decreased among lower secondary school students in Finland. Learning chemistry is challenging: one must move between the macro, sub-micro and symbolic levels of chemistry knowledge and construct models of abstract concepts that cannot be seen. The periodic table is one of these complicated yet useful models. How can we motivate students to learn the periodic table and to use the related skills? Adolescents like to play during their free time. In research literature, educational games are mentioned as one motivational teaching method that improves learning results. The main objectives of this research project were 1) To develop a framework for designing and evaluating chemistry-related educational games to support both learning and teaching at the lower secondary level ; and 2) To develop games for chemistry education to support the learning of the periodic table and the use of related skills. Three different design research projects are included in this licentiate thesis. The theoretical framework for these projects consisted of the theory of design research, the theory of educational games and the theory of the periodic table as a teaching model. Problem analyses conducted as part of the design research projects broadened the theory framework to also cover misconceptions about the contents of the periodic table and quality criteria for educational games. In design challenge 1, a design and evaluation framework for chemistry-related educational card and board games on the lower secondary level was developed. Based on an integrative literature review, the features of high-quality digital and non-digital games were uncovered. The design result was further developed based on these features and the new Finnish National Curriculum Framework 2014. The inter-rater agreement of the developed framework was tested with two educational card games. The calculated Cohen s kappa values (κ = 0.718 and κ = 0.756) indicate that the framework is concordant and working well. In design challenges 2 and 3, two novel card games for teaching the periodic table were developed. These games were called Jaksollisuusdomino (Periodic Table Dominoes) and Kerää kolmikko (Collect the Triad). The games were tested on chemistry teachers. Based on the results, the games were developed further and subjected to the novel design and evaluation framework developed in design challenge 1. The games were found to be of good quality, but some improvements should be made at least in the categories of pre- and post-game evaluation and connection to the macroscopic level. As results of this research, three design solutions were developed. The created design and evaluation framework for educational games works both as a descriptive theory and a prescriptive model for teachers and game developers. Both of the developed card games work as prescriptive models for teachers. All three of the design solutions may also be adapted to other teaching and learning purposes. Keywords: board game, card game, chemistry, design research, education, educational game, elements, evaluation, games, learning game, lower-secondary level, periodic table, teaching method
Source: Työväentutkimus Vuosikirja
Author: Tuomisto, Maiju
Institution: University of Helsinki
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2276773082