Game-Based Learning involves the use of games as the basis of formal and informal learning activities. Game-Based Learning typically facilitates active learning through enjoyable, engaging and challenging activities that often involve a competitive element (e.g. learners may be competing with their peers to win the game). A large variety of game types have been used in chemistry education including card games, board games, app-based games and escape rooms. Games have been developed that span a wide range of different topics in chemistry education including introductory topics such as chemical bonding, organic nomenclature and more advanced topics including quantum mechanics and retrosynthesis.1-5 Reported benefits of using Game-Based Learning approaches in chemistry and STEM education include improved student engagement, creating a structure to support peer learning as well as positive impacts on student learning of the relevant topics.6-7
This session will present an overview of a series of student co-created game-based interventions conducted it the Chemistry degree courses delivered by the Universities of Birmingham and Leicester8-10, 12 in the UK as well as the Chemistry Education degree course at Tanjungpura University and in Potianak, Indonesia.11, 13 These interventions include card games, escape rooms and model-building activities. The outcomes of studies on the impact of these approaches on student learning will be presented along with a discussion of the mechanism used to work with student partners to generate new games.