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Educational Videogame to Learn the Periodic Table: Design Rationale and Lessons Learned V. Javier Traver วดิ ีโอเกมเพือ่ การศึกษาเพือ่ เรียนรูต้ ารางธาตุ:เหตผุ ลในการออกแบบและบทเรียนท่ีเรียนรู้ ABSTRACT: The periodic table allows students to easily understand the chemical elements and predict the behavior of theoretical yet undiscovered new elements. Many memorization techniques have been used for learning the periodic table, yet serious games (i.e., designed for a primary purpose other than pure entertainment) have been underexplored to complement or even replace such memorization techniques. Since CHEMMEND, an existing physical card game, was found to assist with learning the periodic table, we explore the potential of E-CHEMMEND, a digital version of the game as an aid to memorize the group and period numbers of the elements. E-CHEMMEND is a single-player serious game to explore the effect of four different game conditions involving two experimental factors that account for different educational scenarios. The first factor investigates the role of playing through levels of increasing difficulty versus playing with all elements from the very beginning. The second factor investigates the role of displaying the group and period numbers of the chemical element along with its symbol versus only displaying the element symbol. Preliminary results show that E- CHEMMEND is perceived as more enjoyable when the group and period numbers are displayed. In contrast, the game is found to better assist learning when this information is hidden and levels are shown. Taken together, our results suggest that a variety of educational purposes can be accommodated with a range of game settings. Ultimately, the design rationale and the lessons learned while testing E- CHEMMEND will be valuable for chemistry instructors and education researchers. A desktop-based Windows executable version of the game is available at http://www.chemmend.uji.es/game. KEYWORDS: Humor/Puzzles/Games, Internet/Web-Based Learning, Multimedia-Based Learning, Computer-Based Learning, Periodicity/Periodic Table, Elementary/Middle School Science, High School/Introductory Chemistry, First-Year Undergraduate/General, Second-Year Undergraduate บทคัดย่อ: ตารางธาตุช่วยใหน้ กั เรียนเข้าใจธาตุทางเคมีและทำนายพฤตกิ รรมของธาตุใหมท่ างทฤษฎที ย่ี งั ไม่ถูกค้นพบไดอ้ ย่างงา่ ยดาย มีการใช้ เทคนิคการท่องจำหลายอย่างในการเรียนรู้ตารางธาตุแต่เกมที่จริงจัง (เช่น ออกแบบมาเพื่อจุดประสงคห์ ลักอื่นนอกเหนือจากความบันเทิง) ไม่ได้สำรวจเพอื่ เสริมหรอื แทนทีเ่ ทคนิคการท่องจำดังกลา่ ว เน่ืองจากพบว่า CHEMMEND ซงึ่ เป็นเกมไพท่ มี่ อี ยจู่ ริงเพื่อช่วยในการเรยี นรู้ตาราง ธาตุ เราจึงสำรวจศักยภาพของ E-CHEMMEND ซึ่งเป็นเกมเวอร์ชั่นดิจิทัลเพื่อช่วยในการจดจำหมายเลขหมู่และหมายเลขคาบของธาตุ E- CHEMMEND เป็นเกมทจ่ี ริงจังสำหรับผูเ้ ล่นคนเดยี วในการสำรวจผลกระทบของเงื่อนไขเกมท่ีแตกต่างกันทัง้ สีแ่ บบทเ่ี กย่ี วข้องกบั ปัจจัยทดลอง สองประการที่คำนึงถึงความแตกต่างสถานการณ์การศึกษา ปัจจัยแรกตรวจสอบบทบาทของการเล่นผ่านระดับความยากที่เพิ่มขึ้นเมื่อเทียบ การเล่นกับธาตุทั้งหมดตั้งแต่เริ่มต้น ปัจจัยที่สองตรวจสอบบทบาทของการแสดงหมายเลขหมู่และหมายเลขคาบของธาตุทางเคมีพร้อมกับ สญั ลักษณเ์ ทยี บกับการแสดงเฉพาะสัญลักษณธ์ าตุ ผลการทดสอบเบื้องต้นแสดงให้เหน็ วา่ E-CHEMMEND ถูกมองว่าสนุกกวา่ เมอื่ แสดงหมาย เลขหมู่และหมายเลขคาบ ในทางกลับกนั พบวา่ เกมน้ียังชว่ ยใหเ้ รียนรู้ได้ดีขึน้ เมอื่ ขอ้ มลู น้ถี ูกซ่อนและแสดงระดับเมื่อนำมารวมกัน ผลลพั ธ์ของ เราชี้ให้เห็นว่าวัตถุประสงค์ดา้ นการศกึ ษาที่หลากหลายสามารถรองรับการตั้งค่าเกมไดห้ ลากหลาย ในท้ายที่สดุ เหตุผลในการออกแบบและ บทเรียนทไ่ี ดร้ บั ขณะทำการทดสอบ E-CHEMMEND จะเป็นประโยชนส์ ำหรบั ผู้สอนวชิ าเคมีและนักวิจยั ด้านการศึกษา เกมเวอร์ช่ันสั่งการบน เดสกท์ ็อปของ Windows มีใหท้ ี่ http://www.chemmend.uji.es/game คำสำคัญ: อารมณ์ขัน/ปริศนา/เกม, การเรียนรู้ทางอินเทอร์เน็ต/ทางเว็บ, การเรียนรู้จากมัลติมีเดีย, การเรียนรู้ด้วยคอมพิวเตอร์, คาบใน ตารางธาตุ/ธาตุ, ประถมศึกษา/วิทยาศาสตร์ระดบั มธั ยมตน้ , มธั ยมศกึ ษาตอนปลาย/เคมเี บ้ืองต้น, นกั ศึกษาช้นั ปีที่ 1/นักศึกษาช้นั ปที ี่ 2 ลงชอ่ื ………อ…รุณ……รตั …น…์ ค…ำ…แ…หง…พ…ล………อาจารยท์ ี่ปรกึ ษา (อาจารย์ ดร. อรุณรตั น์ คำแหงพล) นักศึกษาชนั้ ปีท่ี 4 กลุม่ ท่ี 4 รหัส 105 117 129 133 138 นำเสนอวันที่ 15 มีนาคม พ.ศ. 2565 ลำดับที่ 4

pubs.acs.org/jchemeduc Article Educational Videogame to Learn the Periodic Table: Design Rationale and Lessons Learned V. Javier Traver,* Luis A. Leiva, Vicente Martí-Centelles, and Jenifer Rubio-Magnieto Cite This: J. Chem. Educ. 2021, 98, 2298−2306 Read Online ACCESS Metrics & More Article Recommendations *sı Supporting Information Downloaded via SAKON NAKHON RAJABHAT UNIV on January 18, 2022 at 08:04:50 (UTC). ABSTRACT: The periodic table allows students to easily understand See https://pubs.acs.org/sharingguidelines for options on how to legitimately share published articles. the chemical elements and predict the behavior of theoretical yet undiscovered new elements. Many memorization techniques have been used for learning the periodic table, yet serious games (i.e., designed for a primary purpose other than pure entertainment) have been underexplored to complement or even replace such memorization techniques. Since CHEMMEND, an existing physical card game, was found to assist with learning the periodic table, we explore the potential of E-CHEMMEND, a digital version of the game as an aid to memorize the group and period numbers of the elements. E-CHEMMEND is a single-player serious game to explore the effect of four different game conditions involving two experimental factors that account for different educational scenarios. The first factor investigates the role of playing through levels of increasing difficulty versus playing with all elements from the very beginning. The second factor investigates the role of displaying the group and period numbers of the chemical element along with its symbol versus only displaying the element symbol. Preliminary results show that E-CHEMMEND is perceived as more enjoyable when the group and period numbers are displayed. In contrast, the game is found to better assist learning when this information is hidden and levels are shown. Taken together, our results suggest that a variety of educational purposes can be accommodated with a range of game settings. Ultimately, the design rationale and the lessons learned while testing E-CHEMMEND will be valuable for chemistry instructors and education researchers. A desktop-based Windows executable version of the game is available at http://www.chemmend.uji.es/game. KEYWORDS: Humor/Puzzles/Games, Internet/Web-Based Learning, Multimedia-Based Learning, Computer-Based Learning, Periodicity/Periodic Table, Elementary/Middle School Science, High School/Introductory Chemistry, First-Year Undergraduate/General, Second-Year Undergraduate ■ INTRODUCTION students approach introductory chemistry courses with fear because others have stated it is a difficult subject or have had The group and period of the elements in the periodic table some negative experience.5 Therefore, new teaching method- (PT) are vital to derive the electronic configuration of such ologies can help overcome this entry barrier. elements and for understanding their properties.1 Unfortu- nately, the association between elements and their group and There are diverse theories related to rote memorization.4 In period numbers, as well as other factual information, can general, memorizing information is one of the fearful aspects in hardly be reasoned and tends to be very arduous to memorize. any subject and is usually an undervalued skill, as higher-level To address this educational issue, mnemonics have been cognitive abilities and critical thinking are generally pro- developed for recalling the elements per period.2,3 Though moted.6−8 To some degree, memorization is beneficial for helpful, the mnemonics presented so far are language- more fluent reasoning, as it brings intellectual benefits that are dependent, do not cover all periods, and typically disregard particularly helpful in the early stages of learning.9 There is the group numbers, which are also important for defining actually a continuum of learning from rote memorization to chemical properties. Broadly speaking, traditional teaching methods focus on PT memorization, which results in a boring Received: February 5, 2021 process to students.4 Thus, there is a need to complement Revised: May 19, 2021 these approaches or devise new ones. Published: June 8, 2021 The PT itself is also proposed as a mnemonic tool for writing electronic configurations,1 though very little can be found in the literature on how students can be assisted with the task of learning group and period numbers. Importantly, © 2021 American Chemical Society and 2298 https://doi.org/10.1021/acs.jchemed.1c00109 Division of Chemical Education, Inc. J. Chem. Educ. 2021, 98, 2298−2306

Journal of Chemical Education pubs.acs.org/jchemeduc Article Figure 1. Screenshot of E-CHEMMEND’s main screen, with its three piles (a) and the difficulty levels (b). Here, the draw pile has 7 cards, the discard pile has 35 cards, and the player pile has 8 cards. We refer to the difficulty levels according to the two experimental conditions l+ of our user study (C1 and C2). meaningful learning;10 therefore, it is important to find ways to is of utmost importance for the pedagogical effectiveness and support this task, particularly in the context of education.11 the student’s experience as a player.42,43 Despite such a key importance, it has not been explored in games that support In chemistry education, much work has been done regarding learning the PT. Toward filling this gap and addressing other alternative memorization methods, including concepts and interesting research questions, we have developed E-CHEM- strategies such as “learning by playing”,12 “edutainment”,13 or MEND, an electronic counterpart of CHEMMEND. E- “serious games”,14−18 i.e., games designed for a primary CHEMMEND includes four different game conditions purpose other than pure entertainment. The games can be corresponding to whether difficulty levels, group, and period developed either in a physical format,18−26 a digital format,27,28 numbers are displayed in the chemical cards. This work reports or both.27 Some games are individual or competitive,19 on the design rationale of E-CHEMMEND and the insights whereas others promote interactivity and let students ask learned from its evaluation on a user study. We believe these either game characters or other players for help.28 Most games contributions can be highly valuable both for researchers and take the form of puzzles,29 quizzes or questions,27,30 practitioners. A desktop-based Windows executable is currently boards,18,26 or cards.5,18−21,23−25,31−33 offered for research purposes at http://www.chemmend.uji.es/ game. Unlike CHEMMEND, E-CHEMMEND can be played Different methodologies based on digital media have been at any time, supports several playing modes, and facilitates used for teaching the symbol and atomic number of the both self-assessment and progression monitoring. elements, for example, to visualize the shapes of molecules,25 among many other tasks.20,23,26,28,29,32−35 Online interactive ■ GAME DESIGN animations36 have facilitated access to users worldwide.27 Other applications for chemistry students have been designed The E-CHEMMEND game builds on CHEMMEND21 and is for touchscreen portable devices30,34,35,37 and augmented conceived as a research prototype of a single-player serious reality games.38,39 game, aimed at further exploring the possibilities of CHEMMEND. E-CHEMMEND was initially deployed as an A key aspect in serious games is to measure their effectivity online web-based game for reaching a large audience. Online and utility, usually in terms of improving students’ knowledge tools are always valuable to complement in-person instruction, by just playing.21,25,39,40 The assessment is based on feedback and they are particularly useful under remote learning from students and teachers after playing the scenarios.44 This section provides an overview of the game game.18,22,23,26,27,30,34 Generally, students perceive serious and the design rationale. Further details are discussed in games as useful.41 Detailed Design section of the Supporting Information. A plethora of games based on the PT have been developed, Cards and Piles most of them focusing on a particular pedagogy concept. For example, the People Periodic Table40 is a classroom activity E-CHEMMEND has chemical cards and wild cards (Figure where each student represents one element, and the 1a). Chemical cards have the symbol of the chemical element, interactions with the neighbors are intended to learn the whereas wild cards are not based on any chemical element, but regular properties present in the PT. The card game Elemental they have some specific purpose, as described below. During Periodica allows learning the location of elements in the s and p the gameplay, the cards can be in three different card piles blocks and common elements in the d block.18 In the card- (Figure 1a): “draw”, “discard”, and “player” piles. Cards in the based game ChemPoker,31 the players can learn the name and draw pile are front-side down. Cards in the discard pile are symbol of elements and periodic trends, and how to identify front-side up with only the card at the top being visible, and groups and periods in the PT. In a similar fashion, cards in the player pile are all front-side up. CHEMMEND21 is aimed at learning the period and group number of elements. Gameplay CHEMMEND showed benefits in learning the PT with The goal is to transfer all cards from the draw pile to the significant potential for use in several chemistry levels; discard pile, using the player pile as an intermediate pile that however, this aspect was not investigated.21 Fine-tuning the allows the player to select the card to play. A card in the player design of CHEMMEND would support specific needs of each pile is playable if the group or period match those of the top particular chemistry course. In fact, the design of serious games 2299 https://doi.org/10.1021/acs.jchemed.1c00109 J. Chem. Educ. 2021, 98, 2298−2306

Journal of Chemical Education pubs.acs.org/jchemeduc Article card in the discard pile. Score increases when a card is correctly Game Conditions played and decreases if the player attempts to play a card incorrectly. In any moment, a wild card can be played, which is The learning and gameplay implications of two independent especially useful for situations where the player does not have variables have been considered. These variables act as any chemical playable card, or just for strategic purposes. After experimental factors and result in four game conditions (see using a wild card, the player must answer the corresponding Table 2). The first variable introduces levels of difficulty that card question that will be shown on the screen (Figure 2) for a regroup the elements in 10 different groups (see Table 3). The progressively more challenging levels should result in a Figure 2. Example of a card question associated with the use of a wild scaffolding approach to learning45 and provide the player card. In this case, there is one second left and the player has already with a sense of progression.47 This not only allows a gradual selected the group number (5) but not yet the period number. increase in the difficulty, from level 1 with elements of groups 1 and 2, to level 10 with transition metals, but also motivates the maximum of 5−10 s, depending on the game condition. The students to progress through the game. The second variable is player has to guess correctly the group and period from one of the addition of the group and period number of each element the elements from cards from the discard pile, i.e., already on the game cards. This may facilitate the gameplay for played cards. beginners or students who are less familiar with the PT. Although the effect of these variables can be somehow We also introduced a self-assessment quick test to evaluate speculated, its impact on the actual learning and playful the knowledge of the player, aimed at making the gameplay aspects is still unknown and worth studying. less linear and more entertaining. Users need to complete a quick test that consists of 6 questions (two questions of each of ■ GAME IMPLEMENTATION AND USER STUDY three different question types, as shown in Table 1) that needs We developed a web-based prototype to test the game with as Table 1. Types of Questions in the Quick Testa many users as possible. A pilot study was conducted prior to the actual user study, as described in the Supporting Player Info Information. For implementation convenience, the game was developed with ActionScript 3.0 for the Flash platform. Since No. Type Given Asked Flash is currently unsupported by web browser vendors, a standalone desktop-based Windows executable is provided at 1 GP-GP g, p, s e of given set s that has the same g (or p) http://www.chemmend.uji.es/game, for testing and research purposes. Accordingly, the game allows the user to select one 2 E-GP e g and p of given e out of four game conditions C1−C4 and start playing after a particular completion level. This desktop version neither 3 GP-E g, p, s e of given set s that has both g and p given performs user logging nor requires an internet connection. ag and p are group and period numbers, respectively; e is a chemical Registration and Assignment of Game Conditions element (without g and p displayed), and s is a set of elements like e. Although the main target audience was students in secondary In this work, s has 4 elements. education or in early higher education, we were open to a variety of possible users, including other stakeholders such as to be completed in a limited time. See the Supporting educators. For this, we included text fields for age range, Information for more details. By being timed, the game is expectation, and study level in the registration form. Users expected to be more entertaining and to foster its learning were asked about their expectations toward the game, with four goals. The player has to answer correctly 3 quick tests possible answers: fun, learn, review, or other. To analyze the distributed at different levels in order to complete the game. effect of the four game conditions, each user was assigned to Figure 3 shows an example of a question where the player has one condition at random upon registration. Users could only to answer the correct group and period of a given element. See play the game in the assigned game condition. Details for all the E-GP question in Table 1 for more details. the information requested at registration time are provided in Table S5 of the Supporting Information. Calls for participation were made through local press, social media, and mailing lists. Incentives to get users involved to complete the game and surveys were offered through weekly raffles of 10 EUR gift vouchers. Standard Tests, User Feedback, and Statistical Analysis The evaluation of the effectiveness of serious games can be achieved through different tests answered by the users after playing the game.48 In our research, we have used task load index (TLX),49 system usability scale (SUS),50 and qualitative questions. Please refer to the Supporting Information for more details. The description of the statistical tests and their results can also be found in the Supporting Information. ■ RESULTS The game was live-tested for four months, during which we collected gameplay data from the different registered users. 2300 https://doi.org/10.1021/acs.jchemed.1c00109 J. Chem. Educ. 2021, 98, 2298−2306

Journal of Chemical Education pubs.acs.org/jchemeduc Article Figure 3. Quick test. The player (user name aaa) has already replied to the first two questions, the first one correctly and the second one incorrectly. For the current (third) question, which happens to be of type E-GP (Table 1), the player has selected g = 1 and p = 2. There are three other questions, and 11 s left to complete the quick test. Table 2. Four Game Conditions Emerged from Our Two- education level). There were 300 users registered, but only Factor Independent Variables: Levels (l+, l−) and Display about 15% of them fully completed the game at least once, Information (d+, d−) which suggests that most of the users were casual players who mainly registered to test the game. Certainly, about one-fourth Displayed group and period? of the registered users reported having other expectations toward the game. The users who completed the game were With Levels? Yes (d+) No (d−) typically those studying chemistry in high school and, therefore, had either intrinsic or extrinsic motivations to Yes (l+) C1 ⟨l+, d+⟩ C2 ⟨l+, d−⟩ actually learn the PT, e.g., because of the weekly gift vouchers No (l−) C3 ⟨l−, d+⟩ C4 ⟨l−, d−⟩ and/or prompts from their teachers. Most of the users who did not complete the game played up to about 20% of game Table 3. Distribution of Chemical Elements per Game Level completion. The numbers of registrations and game completions were similar among the game conditions; see Level Groups Periods New Elements Elements Table 5. 1 1−2 1−5 per Level 9 H, Li, Be, Na, Mg, K, Table 5. Number of Users Who Registered and Completed 2 13 2−5 Ca, Rb, Sr the Game at Least Once per Game Condition 3 14 2−5 4 4 15 2−5 4 B, Al, Ga, In Condition Registered Completed 5 16 2−5 4 C, Si, Ge, Sn 6 17 2−5 4 N, P, As, Sb C1 76 8 7 18 1−5 4 O, S, Se, Te C2 75 7 8 3−7 4 5 F, Cl, Br, I C3 72 11 9 8−12 4 5 He, Ne, Ar, Kr, Xe C4 77 10 10 10−12, 14 5−6, 6 5 Sc, Ti, V, Cr, Mn Total 300 36 7 Fe, Co, Ni, Cu, Zn Total Pd, Ag, Cd, Pt, Au, Hg, 51 Pb Most participants had chemistry studies at secondary or We found the youngest students to be mostly interested in university levels (see Table 4), and their ages roughly correlate learning the PT, as they would be in high school and probably according to this level (the higher the age, the higher the with ongoing chemistry courses. Indeed, the distribution of expectations per studies (Figure 4) confirms this notion: those Table 4. Distribution of Number of Participants and Ages in primary and secondary school are mostly interested in (Mean and Standard Deviation) per Education Level learning (either learn or review). Many graduates and PhDs just want to review, and most of them report other as their Education Level Related to Chemistry main purpose. From the emails we received, we speculate that, besides curiosity, most of the participants who reported other None Primary Secondary University PhD purposes had an exploratory goal in mind. In fact, those participants were either teachers or parents who wanted to try count 4 30 224 149 52 the game themselves to decide if the game would be suitable age mean 31.3 21.1 21.0 39.3 42.4 for their students or children. age std dev 12.3 12.8 13.6 11.7 12.2 2301 https://doi.org/10.1021/acs.jchemed.1c00109 J. Chem. Educ. 2021, 98, 2298−2306

Journal of Chemical Education pubs.acs.org/jchemeduc Article Figure 4. Expectations of the registered participants grouped by settings, and this proved effective for them, as confirmed by education level. their commitment and spirit of achievement, expressed during their interview (see Participant Interview section in the In-Game Feedback Supporting Information document). Thus, eventually, a game like CHEMMEND can support and alleviate the more tedious Statistical analysis of the results in the quick tests and game parts of this memorization process. Among the reason for scores, coming from gameplay data logs, are included in the recommending the game, the innovative, entertaining, and Supporting Information. We also offer insights, and perform- utility aspects were mentioned (e.g., “It is useful and more ance correlates with players’ motivations. entertaining for learning”). General Feedback Regarding further user preferences (Table S19), one of the aspects people liked the least was related to the timing, either This section summarizes the feedback from users from both because of the stress they felt when playing under time the in-game and after-game questionnaires, as well as pressure, or because they found the game too long to complementary questions. The analysis of the responses to complete. However, both the dynamic and quick pace were the SUS and TLX questions can be found in the Supporting also liked the most by other users. Some users seemed to miss Information. more explanations of some aspects of the game, either because they were not aware of the existing help or they felt that it Regarding reasons for recommending the game or not should be more explicit or comprehensive (“A tutorial is (Table S18), most of the negative reasons are related to issues required”). However, not only did other users find it easy, but at registration time (“Registration is complicated”), the also even users who demanded more explanations at the same implementation platform (“It requires Flash”), or some time recognized it was easy to play (“It doesn’t say much at the occasional malfunctioning experience (“It freezes sometimes”), beginning about how to play, but is easy to learn”). This but, interestingly, have little to do with the core idea of the implies that, although this is a minor issue, we should consider game or the gameplay. This is encouraging given that, as a further improvements in providing help. research prototype, some interface details need further polishing, but the core idea is generally valued. Similarly, Some of the most sensible users provided useful and some users did not find the game entertaining or disliked the constructive criticism. For example, one user missed more aesthetics (e.g., “I don’t like the design”), the latter being a strategic gameplay but liked the game idea, while another user debatable but important cosmetic issue. The reasons rarely felt the game was too long but also appreciated the essence of relate to the specific game condition, an interesting exception the game. Overall, most users liked that one can learn (and being a user in C3 (i.e., one d+ condition) who rightfully revise) the PT interactively and dynamically in an entertaining wondered how one may learn the group and period of way (e.g., “The alternative offered to learn the PT without elements if they simply focus on matching numbers. In a having to learn the elements by heart”). similar vein, among the most interesting and constructive comments we can mention are those which actually challenge Finally, when invited to write free-form comments (Tables the learning utility of the game. Although the views are very S20 and S21), some users pointed back to the physical/mental diverse, many of them align with the comment by one user effort demanded by the game (e.g., “I got tired and there is too who would recommend the game because “It is useful if it is little time to think. I also got very stressed”) or the perceived well explained and played repeatedly”. After all, regular utility (e.g., “It is quite difficult to learn the [periodic] table but repetition is one key ingredient in many learning tasks,51 this game makes it a quick and easy task”), or they indicate a particularly in memorization tasks. As quantitative evidence, useful use case (“I would recommend the game to prepare a the user who played the most (up to six times) managed to Chemistry exam”). Some suggestions for improvement include progressively improve their final game scores, as follows: 23, increasing more gameplay variants, e.g., more types of cards or 27, 27, 31, 34, and 38. There are two likely reasons for this tests. Some advanced users (teachers, university-level students) good progression. On one hand, the game condition randomly suggested including more learning components, such as assigned to this user was C2 ⟨l+, d−⟩, i.e., with levels and oxidation elements or atomic numbers. While interesting, without the visual aid, which can be seen as a convenient this may deviate from the main target group of the game (high learning scenario, as found in the context of our study. On the school students). As a user mentioned, “it encourages us to other hand, this user self-imposed a learning strategy that learn the PT that so many people are afraid of”. resembles one that would be followed under the controlled conditions of classroom-based, instructor-guided educational User Observations A group of about 20 high school students (14−15 years old) was screened while using CHEMMEND in a computer lab in their school. They had already been playing E-CHEMMEND during some weeks, either at school or at home. At the beginning of the class, the teacher handed them a printed PT to help students play fluently. Scoring higher than their classmates was found to motivate them a lot, even more than completing the game itself. One student asked us whether their score (about 78 points) was “good enough”. This suggests that some kind of performance feedback or a reference they can quickly compare with, such as a leaderboard, might guide and motivate them over time. Their interest in obtaining high scores led some of the students to develop a form of strategic playing: even when 2302 https://doi.org/10.1021/acs.jchemed.1c00109 J. Chem. Educ. 2021, 98, 2298−2306

Journal of Chemical Education pubs.acs.org/jchemeduc Article some cards in the player pile were playable, one student chose Some other useful usage hints were revealed under the wild card and failed the card’s question on purpose to get naturalistic observations (user observations), which reinforces more cards from the discard pile to the draw pile, as more how useful this feedback can be for participatory design in cards have the potential for higher scoring. This situation terms of both redesigning instructional activities,53 and games should probably be addressed similarly as when we freeze the themselves.54 On the basis of the feedback obtained from our score if a quick test is not passed, as discussed in the users and our own experience throughout the process, we Supporting Information. One possibility would be to decrease summarize in Table 6 the usage suggestions, recommenda- the score for each card that is moved from the discard pile to tions, and possible improvements to E-CHEMMEND. the draw pile. However, besides redesigning the game to prevent these situations, the main lesson learned here is that Table 6. Summary of Key Insights of the Study since, at least for this age group, the score is very important, the game should build upon this fact to improve its didactic Recommendations and playful aspects. Used repeatedly and regularly, it can help memorize the group and period Interestingly, some students pointed out that they liked to numbers play in pairs, because they found it much more fun, as one student can play while the other looks at the PT. This suggests Better used as a complementary tool to other learning mechanisms that, even being a single-player game, new usage scenarios are possible to make the most of the sharing and collaborative Under supervision, the quick tests can be helpful in formative and summative willingness of students. Thus, the didactic implications of pair assessment playing, which may intriguingly remind us of the pair programming paradigm,52 might also be investigated in future An auxiliary periodic table might be used, but its consultation progressively work. reduced Some teachers also provided feedback and noted that, Using levels and not displaying the group and period number is generally traditionally, memorization is carried out by per-group lists, not preferable by per-period number. As a consequence, a significantly additional cognitive challenge is posed, even for teachers, as Playable individually, cooperatively, and competitively at instructor’s E-CHEMMEND involves both the period and group of PT discretion elements. One teacher suggested a usage scenario which aligns very well with our own view that, on one hand, the game Possible Improvements should be viewed as a complementary tool, not as a replacement of other methodologies, and, on the other hand, Additional explanations of the gameplay and usage guidance that the game can be useful at different moments during the Customization options for levels’ contents, timings, etc. learning process or education levels, with different purposes and educational objectives. Alternative aesthetics and color themes, e.g., for background and cards ■ DISCUSSION Richer gameplay, e.g., additional wild cards, or levels for atomic and oxidation numbers Here we provide ideas and recommendations for usage, comments on limitations of our study, further software Limitations of the Study developments, and research possibilities. Our findings suggest preliminary empirical evidence on the Usage Suggestions usefulness of E-CHEMMEND in assisting students’ learning of the PT. However, we believe that its effectiveness is highly An important lesson learned is the fact that the way the game is dependent on the attitude, motivation, and expectations of the used is as important as the game design itself. This calls for a user toward the game. We observed that students truly revision of the usage guidelines, either as a part of the game or interested in learning (i.e., those who need to master the PT provided by the instructors in a classroom setting. Generally for their studies) managed to make the most of the game. speaking, one could start playing with the support of a physical Naturally, this somehow conditions the role that the game may PT. Then, after several practice sessions, the use of the table have as a learning tool to a proper attitude and usage, which should be reduced progressively. Similarly, since the display of were factors essentially out of our control in the study, since it the group and period number simplifies the gameplay and thus was conducted “in the wild”, with a wide range of players’ ages, introduces a more entertaining component, this choice may be profiles, and motivations. For an in-depth understanding and more adequate for introductory academic levels or for sporadic assessment of the long-term impact of E-CHEMMEND, leisure. further studies under more controlled conditions are needed. Furthermore, the need for repetitive and spaced playing should Although the web-based version used in our user study not be underestimated to promote long-term learning benefits. considered separately the four game conditions using two levels of two factors each (levels vs no levels and display vs no Further Developments display), the provided desktop version offers these playing modes to be user-controlled, thus offering the opportunity to It may be very interesting to consider two different user play differently at different moments, for example, priming a profiles: end-users (e.g., students) and superusers (e.g., fun gameplay (e.g., with the group and period numbers educators). Superusers would be in charge of configuring displayed, trying to compete with friends and get an score as different gameplay options for a set of end-users. Similar to the high as possible), or a gameplay more focused toward learning usage guidelines, educators may set up the game for their (e.g., without these numbers displayed). students to play only the game under the superuser-chosen options. The superusers might also have access to aggregate usage statistics to supervise the learning process. Similarly, groups of end-users could be defined, and the superuser would configure the conditions (times, scoring, etc.) for those specific groups. Then, each group would share an individual leader- board. This would be appropriate in classroom settings and would motivate competitive students to play against their peers, not against others who might be much more or less qualified. 2303 https://doi.org/10.1021/acs.jchemed.1c00109 J. Chem. Educ. 2021, 98, 2298−2306

Journal of Chemical Education pubs.acs.org/jchemeduc Article Although we proposed a series of game levels, each with a the diversity of user profiles and interests, making the game limited set of new elements, it is clearly desirable that players customizable seems to be a proper direction to accommodate a (end-users or superusers) could choose customized sets of variety of goals. Ultimately, our findings can inform the design elements to practice, depending on their particular teaching or of other future chemistry tools aimed at supporting not only learning needs. the learning of the group and period numbers, but also other memorization tasks. In terms of development technology, an HTML5 version of the game would be desirable, building on all the gained ■ ASSOCIATED CONTENT experience that we report in this work. A number of users suggested that a mobile app would be appreciated. Their usage *sı Supporting Information habits and the ubiquitous presence of these devices would facilitate accessing and using the game, thus increasing the The Supporting Information is available at https://pubs.ac- learning opportunities. s.org/doi/10.1021/acs.jchemed.1c00109. Research Possibilities Additional information regarding the rationale behind game design and decisions, specific details on forms and How much and when the group and period numbers are questionnaires, and further results on the user study displayed may help in both regulating learning progress, and (PDF) accommodating a range of user experiences. E-CHEMMEND includes many other aspects (in-game tests, confidence-based ■ AUTHOR INFORMATION marking, scaffolding levels, time-paced activities) whose customization, possibly at the instructor’s discretion, would Corresponding Author contribute to modulate a desirable difficulty level by combining intrinsic skills (e.g., under an unlimited amount of time) and V. Javier Traver − Institute of New Imaging Technologies stress.55 All of these possibilities open the door to a variety of (INIT), Universitat Jaume I, Castelló de la Plana 12071, didactic and playful goals, as well as further educational Spain; orcid.org/0000-0002-1596-8466; research opportunities. Another interesting study would be to Email: [email protected] compare the relative benefits of E-CHEMMEND over CHEMMEND. Authors According to the feedback provided by one teacher who Luis A. Leiva − University of Luxembourg, Esch-sur-Alzette L- tested the game with their students, it might be useful to have a 4364, Luxembourg; orcid.org/0000-0002-5011-1847 game mode that can be played jointly by teams of students, possibly colocated and guided by the instructor, so that in- Vicente Martí-Centelles − Instituto Interuniversitario de classroom contests can be facilitated, with functionality similar Investigación de Reconocimiento Molecular y Desarrollo to generic game-based learning platforms.56,57 We believe this Tecnológico (IDM), Universitat Politec̀ nica de Valeǹ cia, is an interesting possibility, although studies of its potential and Universitat de Valeǹ cia, Valencia 46022, Spain; limitations should be carefully conducted for this particular orcid.org/0000-0002-9142-9392 memorization task. Jenifer Rubio-Magnieto − Department of Inorganic and Making games enjoyable can be generally advisible; however, Organic Chemistry, Universitat Jaume I, Castelló de la Plana it should not always be an easy goal, particularly for serious 12071, Spain; orcid.org/0000-0002-8736-9163 games, whose primary purpose is not simply entertainment. The right balance between the learning goal and enjoyment is Complete contact information is available at: essentially an open issue.58,59 In E-CHEMMEND, not only is https://pubs.acs.org/10.1021/acs.jchemed.1c00109 the educational goal a hard memorization task, but also it builds on the physical counterpart.21 Consequently, although Notes some entertainment components were included, future research should look into how to further elicit particular user The authors declare no competing financial interest. experiences such as immersion or fun while being equally or A desktop-based Windows executable file is available at http:// more effective in terms of learning. www.chemmend.uji.es/game. ■ CONCLUSION ■ ACKNOWLEDGMENTS We have developed E-CHEMMEND, a single-player serious We are grateful to all users who have participated in the study; game to assist students in learning the group and period to the high-school teachers Desideria Almela, Manuela Segura, numbers of chemical elements, a basic need yet one that is and Rosa Salvador; and to others who tested the game with largely overlooked in the literature of chemistry education. their students. We are also grateful for the financial support Overall, students appreciated the main idea of the game, and from the Institute of New Imaging Technologies at Universitat the more conscientious ones stated that it helps them to Jaume I for conducting the pilot study. V.M.-C. acknowledges memorize or revise the group and period numbers of the the financial support from Generalitat Valenciana (CIDE- elements in the periodic table. Regarding the didactic GENT/2020/031). implications of the four game conditions considered, there is evidence that displaying the group and period does not benefit ■ REFERENCES memorization, but it seems that this can make the game less challenging and more entertaining. On the other hand, having (1) Mabrouk, S. T. The Periodic Table as a Mnemonic Device for difficulty levels is perceived to have a positive learning effect, Writing Electronic Configurations. J. Chem. Educ. 2003, 80, 894. but this is possibly less relevant than the display factor. 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education sciences Article Element Enterprise Tycoon: Playing Board Games to Learn Chemistry in Daily Life Jen-Che Tsai 1 , Shih-Yeh Chen 2 , Chun-Yen Chang 1,* and Shiang-Yao Liu 1,* 1 Graduate Institute of Science Education, National Taiwan Normal University, Taipei 11677, Taiwan; [email protected] 2 Taichung Municipal Dali High School, Taichung 41260, Taiwan; [email protected] * Correspondence: [email protected] (C.-Y.C.); [email protected] (S.-Y.L.); Tel.: +886-27734-6751 (C.-Y.C.); +886-27734-6807 (S.-Y.L.) Received: 23 January 2020; Accepted: 26 February 2020; Published: 26 February 2020 Abstract: This article reports the design of a scientific board game, named “Element Enterprise Tycoon” (EET), which creates a scenario combining chemical elements, techniques, and products in daily life. The game cards are designed to motivate students not only to retrieve information about chemical elements, but also to be proficient in chemistry. Moreover, the game creates opportunities for group interactions and competitions to engage students in learning chemical elements as they do in regular science curricula. The EET has been field-tested with a group of middle school students to evaluate its applicability. Empirical data show that students improve their understanding of chemistry concepts with a median level of effect size. In particular, students achieve better performance in terms of chemistry-related technique concepts. The follow-up interviews reflect students’ positive feedback and attitudes toward science learning through board game playing and their willingness to continue to play the game. It is suggested that learning through science games can indeed help students learn new chemical knowledge. Keywords: board game; chemistry elements; game-based learning 1. Introduction The use of scientific board games for teaching and the gamification of scientific concepts has become an emerging teaching trend [1]. Several board games for supporting the teaching of chemistry courses have been employed by many schoolteachers and science education scholars [1–14]. Research shows the difficulties in helping students achieve higher learning motivation by using only the traditional modes of memorization and repeated practice, which may cause students to lose their interest in science as well as their willingness to further study and explore science independently [2,3]. It is evident that using board games for teaching can improve students’ motivation for learning, reduce the learning difficulty of complex concepts, and subsequently improve their learning efficiency [4–7]. Teaching through board games not only enhances students’ study of scientific knowledge but also develops their scientific competencies, such as their problem-solving, collaboration, communication, and negotiation capabilities [8,9]. Martí-Centelles and Rubio-Magnieto [1] consider the periodic table of chemical elements to be the basis of chemistry and the most important scientific language. In the past, teachers often taught the periodic table of chemical elements by requiring students to memorize, recite, and learn through rote formulas. Although students may have been able to write down correct answers for exams, they failed to understand the application of chemical elements and the connection between chemical elements and their daily lives. Franco-Mariscal et al. [3] introduced a chemical element board game in the form of a card collection game (chemical family). The main purpose of this game was to help students Educ. Sci. 2020, 10, 48; doi:10.3390/educsci10030048 www.mdpi.com/journal/education

Educ. Sci. 2020, 10, 48 2 of 11 understand and memorize the “chemical family” of chemical elements and their use. Bayir [5] used a question-and-answer guessing game about the periodic table of chemical elements to help students understand the physical and chemical properties of different chemical elements. The contents of the game cards included atomic number, orbital chemistry, color, and chemical family. Martí-Centelles and Rubio-Magnieto [1] launched a board game concerning the periodic table, which was based on a commercial version of the card game UNO. Their game allowed students to understand different chemical families and the ordering of chemical elements. The conversion of chemical knowledge into board games may improve students’ motivation and concentration. However, if the board games overemphasize the learning of scientific knowledge itself, the connections and gaps between chemical elements and students’ daily lives might be ignored. Previous research suggested that science board games should simulate students to apply scientific knowledge when dealing with life situations. Moreover, if the only topic that was gamified was the scientific concept, for middle school students who have studied only the basic concepts of chemistry, it is difficult to maintain interest in playing the games [15–17]. Therefore, there is still room for improvement in the current scientific board games in teaching the periodic table of the chemical elements. This study posits that a useful educational board game should encourage students’ interest in chemical concepts, stimulate the integration of the game process and students’ real-life situations, and produce a learning transfer, encouraging students to apply what they have learned to their everyday lives. 2. Research Purposes This study has designed a scientific board game, named “Element Enterprise Tycoon” (EET), which intends to help beginning learners understand the concept of chemical elements and to strengthen their understanding of the connections and applications of chemical elements in real-life situations. At present, most of the board game research on the periodic table discussed in the previous section focuses on high-school and college students (grade 10 and beyond) [3,8,9,11]. Very few studies focus on middle school students [5]. According to science curriculum guidelines in Taiwan, the periodicity of chemical elements is a new scientific topic for middle school students to learn (grade 8). Most teachers require their students to memorize and recite the periodic table according to the atomic sequence or the ordering of chemical families. However, with this approach, students only remember the names and properties of certain chemical elements but do not recognize the daily applications and techniques associated with those chemical elements. This teaching method is still a common way to support satisfactory academic performance in students, but may also make students feel stressed and less interested in the learning of chemical elements because it results in a clear gap between the scientific concept of the periodic table of chemical elements and students’ actual life experience. The research focus is also on testing the applicability of the EET board game for middle school students to learn the periodic table of chemical elements. Based on a total of 38 chemical elements commonly used in life and industry, as well as relevant techniques and products for real life, the learning of the periodic table of chemical elements is combined with students’ actual life experience. The board game should be field-tested with a group of students to ensure the outcomes. To evaluate students’ understanding of the game mechanism and chemical concepts through the playing of the board game, group interviews and conceptual tests are used to determine whether these students understood the scientific concepts that the game designer intended to convey, as well as the operational mechanisms during their actual play. 3. Game Content and Rules In this study, based on the literature review, the chemical concepts in board games may be divided into three categories. The first category is organic chemistry-related topics, such as the nomenclature of organic compounds, organic synthesis, chemical structure, functional groups, chemical reaction formulas, and other chemical concepts [4,7–13]. The second category includes topics concerning

Educ. Sci. 2020, 10, 48 3 of 11 Edutch. eScpi. e20r2io0,d1i0c, 4t8able, such as the atomic order of chemical elements, atomic weight, melting3 opf o11int, meblotiinlignpgopinoti,nbt,oicloinlogr,paonindt,tchoelours, eanodf tchheeumsiecoalf cehleemmeicnatlse[l1e,m3,e5n,1t4s][.1,T3h,5e,1l4a]s.tTchaetelagsotrcyatreegfoerrsy troefoerths er to cohthemericsthreym-reisltartyed-retolaptiecds,tsoupcihcsa,sstuhcehuansdtehrestuannddeinrsgtaonf dthinegexopfetrhiemeexnptaelriamppenartaaltuaspepsatrhaattuasreesctohmatmaroenly comsemenonanlydsueesnedanindcuhseemdicinalclhaebmoriacatol rliaebso[r6a]t,oarsiews [e6l]l,aasscwheemll iacsalcheleemmiceanltselienmtehnetsnaintutrhael cnyactluera[1l 4]. cyAclem[o1n4g]. tAhemmo,ntghethpeemri,otdhiec tpaebrlieoidsica tvaebrlyeiims apovretrayntimpaprotrotfancht epmaritstorfycehdeumcaisttioryn eadnudciasttihone manadinissuthbeject maoifnthsuebcjuecrrteonfttrheesecaurrcrhe.nt research. FigFuigreur1eb1riberfileyflpyrpesreensetsnttshethperpocroescsesosfothf ethdeedveevloeplompemnetnotfothf ethEeEETEbTobaordargdagmaem. eS.teSpte1pi1s tios tfoinfidnd ouot usttusdtuednetsn’tds’ifdfiicffiucltuieltsieins ilnealernarinngincghcehmeimcailcaelleemleemnetsntasnadntdhethpeeprieordioicditcabtaleb.leS.tuSdtuednetsnotsftoefntehnahvaeve lowlowlealrenairnnginmgomtiovtaitviaotniobnecbaeucaseustheetyhedyodnoont oktnkonwowhohwowchechmeimcailcealleemleemntesnatsrearreelreevleavnat ntot ttohethireliirfelife expexeprieerniceensce[1s5[,1156,,1168,]1.8T].hTerheefroerfeo,rien, isntespte2p, t2h, ethreesreeasrecahrecrhserhsahvaevreearseoansosntso tdoedciedceidwe hwichhicchhcehmeimcailcal eleemleemnetsntasnadndrreelelevvaanntt iinnffoorrmmaattiioonnaabboouut tthtehireitrecthenchiqnuiqesuaensdapnrdodpurcotdsushctosulsdhobuelsdelebcetesdefleocrtiendclufosrion incilnutshioencainrdthgeamcaerd. 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ThTishbisoabrodargdamgaemiseaitsyapitcyapl iccaarldcgaardmegawmheerwe hpelaryeeprslacyoelrlescctoploleincttsptohirnotusgthhrcoaurdghcoclalercdticoonl.leTchtieon. gaTmhee sgcaemnaerisoceinsatroioaissstigonasesaigchn esatucdhesnttudaesntthaes pthreespidreensitdoefntaocfoamcpoamnpyanwyhwo hiso riessrpeospnsoinbsleiblfeorfor colcloelclteicntgindgifdfeiffreenret ncthcehmeimcailcaelleemleemnetsnstsostohatht asthsehoerohrehceacnadnedveevloeplonpenwewprpordoudcutsc.tsT.hTehgeogaloaolf othf ethe gagmaemies itso two iwn itnhethme omsot sptopinotisntosrohrahvaevtehethheighhigehstesstcoscroe.reS.tuSdtuedntesnmtsamyaaycqaucqirueirfeinfiannacinacliaglaignasinbsyby selsleinllgintghethirepirropdroudctuscotsr oorbotabitnaitnhethcearcdasrdtshethyedyedsierseirteo tpoopssoesssse.sEs.EETEhTashafosufroumraminaitnypteyspeosf ocaf rcdasr:ds: eleemleemnet nctarcdasrd(sa (taottaoltaolf o3f83c8hcehmeimcailcaelleemleemnetsn)t,st)e,cthenchiqnuiqeucearcdasrd(sa (taottaoltaolf o3f63t6ecthecnhiqnuiqeus)e,sp),ropdroudcut ct carcdasrd(sa (taottaoltaolfo5f55p5rpordoudcutsc)t,sa),nadndopoppoprtourntuitnyitcyarcdarsd(sa(taottaoltaolfotfhtrhereekeiknidnsd: sm: omnoenyecyarcdasrd, sa,ctaicotniosns carcdasrd, asn, adnsdalseaslecsarcdasrd).sS).tuSdtuendtesnmtsamyawyiwshistho ctoomcobminbeintheethcehecmheimcailcealleemleemntesnwtsiwthitrhelraetleadtetdecthenchiqnuiqeus es anadnadpapplipcalitciaotniosnbsybfyorfmorimnginagsaetsoetf ocaf rcdasrdths atht aintcilnucdluesdethsetheeleemleemnte,ntte,cthenchiqnuieq,uaen, danpdropdruodctuccatrcdasr.ds. ThTehme omreorseetssetosfocfacrdarsdtshethpelapylaeyrehrahsa, sth, tehheighhigehretrhtehsecoscroe.reA. sAtshethyecyolcloelcltectht ethcearcdasrd, sst,usdtuedntesntasreare expexepcteecdtetdo tuonudnedrsetrasntadntdhethreelraetliaotnioshnisphsipbsetbweteweneecnhechmeimcailcealleemleemnetsn,trse,lraetleadtetdecthenchiqnuiqeus,easn, adnadpapplipeldied propdroudcutsc.tSs.tuSdtuednetsnctsancaunsue stehethaectaicotniocnarcdartdo toobotabitnaitnhethcearcdasrdths ethyedyedsierseirferofmromthethoethoethr eprlapylaeyrse.rTs.hTeyhey cancaanlsaolsoobotabitnaianvaavriaertiyetoyf oseftsseotsf ocaf rcdasrdthsrtohuroguhgahttaatctkaicnkginogrodredfeenfednindginagctaicvtiitvieitsietos troearcehacthhethgeogaol aolf of thethgeagmaem. e. 3.1. Element Cards Element cards are the most basic cards in the game. Those students without element cards will not be able to develop new techniques or products. The elements on these cards contain the first 30 elements of the periodic table: hydrogen (H), helium (He), lithium (Li), beryllium (Be), boron (B), carbon (C), nitrogen (N), oxygen (O), fluorine (F), neon (Ne), sodium (Na), magnesium (Mg), aluminum (Al), silicon (Si), phosphorus (P), sulfur (S), chlorine (Cl), argon (Ar), potassium (K), calcium (Ca), scandium (Sc), titanium (Ti), vanadium (V), chromium (Cr), manganese (Mn), iron (Fe), cobalt (Co), nickel (Ni), copper (Cu), and zinc (Zn). EET also includes metallic and nonmetallic elements related to applied products that are often used in daily life, such as arsenic (As), silver (Ag), cadmium (Cd), tin

Educ. Sci. 2020, 10, 48 4 of 11 (Sn), iodine (I), tungsten (W), gold (Au), and uranium (U). There is a total of 38 elements in this category. Element cards’ information should include element names, atomic order, atomic weight, melting point, boiling point, density, element color, element characterization, discovery date, country of discovery, etc. (shown in Figure 1a). There is an upper limit on the number of cards per element, which is determined by the stock of this element in the earth’s crust and the atmosphere. For example, there are only two cards for lithium (Li) (the number is shown in Figure 2a in the upper right corner). These cards can be used not only in the course of the board game but also in general classroom teaching. 4 of 11 Educ. Sci. 2020, 10, 48 (a) (b) (c) FiguFreig2u.reEx2.aEmxpamlepsloesf coaf rcdarsd: s(:a()aE) lEelmemeennttccaarrddss;; ((bb))TTeecchhnniqiuqeuceacrdarsd; (sc;)(Pcr)oPdruocdt ucacrtdcsa. rds. 3.2. Technique Cards 3.1. Element Cards enccaEFttianeeaallnoiaeuccgtrldtccrhmhbmuhoibnnournEeTdieineintmnequlqueeacutu2cuccm(sbh(bmlehCteCelni,o)eenoa).idsafn,qinr(et)uqATtout,mnphurtshceliodicoei)aetencc,raewrsaogaopcndvsenrgaeeicdestdldrrcerheliisadoiacnuureogroptrmcmdeaedgwnt(innuioNastnc(iheresm(lSe)Sltrwetft,cnaaaeiebi))mbbantco.,e,tihbrtlexdoTorepiicnlytencihs:ehahcaisgt.ihqanonetssebityuaistinToeugauqprdeencsrmudh,trc(iohthoecOeaoheue(segnlrcncdT)opueht,aoi/einsnqsrr)nrilfe,gndeutlipd((vuoqmcseHPwraeuloieuo)eencn)rei,sd,dmntiaa,tnhsturshteadhueeadysbceitdellunshtllfa(sii’utcmageuFs.htocirah)moTntecn,m(ytsoh(fVadaSiopnr(eesl)i)dHrcee.,t,rmoeooisicTeeonlfcnnhaeoh)anhg3n,cmrtfosl6to(iteloisoNpoiemocrttrennrtheeniteioinhstcqio,)usiutdhe,eaunnummuonnrcisd(renbciloCe(eequqtedC(xdnsltuLdut)htirwt,ruewiie)sefr)as,smoa,eesciw,mrermtebttshginhieuacod(etoeNrahnwncnecnyrhog/hvtnadhlpsualee()aaiisuA,onmtlucmsorfcheemmripaiodsefi)lce,tenmaicafhmff(aogtap(lBiaenMetonsoeeeinirddonetnle)tntea,sennta)ptmsic(b,thuctssrheiosaeieehmoruncclrrnoocehfiodmienteiwmqnnrs(ssnuMsi(snewqat(tF(einiKBnugnefi3iiti)d)))lneg0scsl,,,,,. cecetcaeoaallseecsdrbmmhdoamnclaeeitiinnanqu(tdttumCessedaori,.(ne)paC,lDrantdonhtude)diir,csdpuiktnccritengaootltdct(ae(ahSugpNrencodpit)pr)l.,t,yiroeio.ocdfcEodoepplirsenrmpsmoeeodare(fuIns)(pcte,Cltttcasuuoayt)nfrih,dngcaaagsstn’rtatdedihrnnseefzo(oogiWrnrfamatcm)e,can(eagZt,riuoodnasln)degt.edrs(EcohAihEunonuTpudi),ql,adaeuailnlesniyanodcblcailliufirunendrcd,galsmeunsuidteacuuleyhemdsmbaemesn(eUtancesor)tt.tsanoneTlnlnachiemcioeccntrea(eneAsnde,idscsat)tot,anotshaomitnelonvitemeceallrleeoem(motrAadfeelgel3nnir)8ctt,,, a3t.3o.mPircodwucetigChatr,dsmelting point, boiling point, density, element color, element characterization, discovery date, country of discovery, etc. (shown in Figure 1(a)). There is an upper limit on the numbPerrodouf cctarcdarsdpsemr eulsetmaelsnot,bwehreicsheairscdheetde/rrmedineeedmebdy athcceosrtdoicnkgotfotthhise enleeemdesnotfidnifftheereenatrtehle’smcernutsst. aEnadchthperoadtumcot scparhderwei.lFl ionrdeixcaatme pthlee,etlhemereenatrael coonnlydittwioonscraerqdusifroedr lfiothr iruesmea(rLcih) a(tnhdedneuvmelboeprmisensth(oswhonwinn FinigFuigreur2e(a2)c)i.nTthheesuepcapredrsreignhatblceosrtnuedr)e.nTtshteoseesctaarbdlisshcaanlibnekubseetdweneont cohnelymiicnatlheelecmoeunrstseaonfdthperobdouacrtds gdaumriengbugtaamlseopilnayg.enPeroradlucclat scsarrodosmintcelaucdheinag.total of 55 products, such as food, electronic products, cookware, batteries, medicine, energy, transportation, chemical raw materials, and power plants. 3P.r2o.dTuecchtnciaqrudesCianrfdosrmation should include the product name, product description, and application method. The product card must have a corresponding technique card and element card to form a comTpeclehtneiqcaured csaertdosr gmruosutp.beIf rsetusedaerncthseddo/rendoeteumneddersatcacnodrdtihnegcotomtbhine arteioqnuirreeqmueirnetds foofr daicffeerrteanint pelreomduenctt,s.thEeaycnheetedchtonirqeuade ictasrcdarwd iilnlfoinrmdiacatitoentthoeuenldemerestnatnadl .conditions required for development (shown in Figure 2(b)). These cards enable students to establish a connection between chemical elements and technique during the game. This group includes a total of 36 techniques, such as a food processing technique, semiconductor fabrication technique, synthesis reaction, an extraction/purification technique, and nuclear power generation. Technique cards’ information includes the name and a scientific introduction to a certain technique, along with the types of products with which this technique is associated. During the process of playing the game, a technique card may be connected to an element card and a product card to form a set of cards or a card group, enabling students to connect the element, technique, and product.

Educ. Sci. 2020, 10, 48 5 of 11 3.4. Opportunity Cards Opportunity cards can increase the fun and uncertainty of the game, thus increasing the playability and freedom of the game. There are three types of opportunity cards: money card, sales cards, and actions cards. The money card (shown in Figure 3a) is not the key to determining the outcome Eindutch. Secig. 2a0m20e,.10I,t4p8roduces a defensive effect against the cost of product sales. The sales card (sh5oowf 1n1 pinroFdiguucrtse 3dbu)riins gusgeadmtoepcloalyle. cPt rmodouncetycfarordms ointhcelurdpelaayetrostathl roofu5g5hpthroedduecttesr,msiuncahtioasn foofotdh,eeslaelcetrpornicice pbraosedducotns,tchoeovkawluaereo,fbtahteteprrieosd,umctedthicaitnhea, senbeeregnyd, etrvaenlosppoedrt.aItfiothne, cohtehmericpallayraewr emxpaetreireinalcse,saandfinpaonwciearl pdleafinctist., tPhreoydmucaty ccahrodosseintofoprmroavtiidoencoshlloatuelrdal.inTchluedperotpheertyproonduthcetirndaemske,topprwodilulcbte dheesldcraipstcioonll,ataenradl abpypthliecaptiloaynemr wethhoodu.seTshteheprcoadrdu,crtecsaurldtinmguinstahraevdeuactcioonrriensppoonindtisnfgortethchenfiinqaunecciaalrldy iannsduffielceimenetnpt lcaayredr. tAocftoiornms acacrodms p(slheotewcnaridn sFeigt uorreg3rco)ump.aIyf bsteuudseendtstodoatntaoctkuonrddeerfsetannddagthaeincsotmotbhineratpiolanyerersqutoiriendcrfeoarsae ctheretaininteprarcotdiouncta, nthdesytinmeuedlattoiorneaodf tihtse cgaarmd ein. formation to understand. (a) (b) (c) FFiigguurree 33.. OOppppoorrttuunniittyy ccaarrddss,, ffrroomm lleefftt ttoo rriigghhtt:: ((aa)) MMoonneeyy ccaarrdd;; ((bb)) SSaalleess ccaarrddss;; ((cc)) AAccttiioonnss ccaarrddss.. 33..45.. OGpapmoertSutnagiteysCanarddRs ules OEEpTp’osrgtuanmiteystcaagredssacnadnruinlecsreaarseesitmheplfeu. nThaendgoualnicsetrotawinitnythoef mthoestgpaomine,tstwhuitshiinncaregaivsienngtitmhe plilmayita.bTilhiteygaanmdefrheaesdonmlyotfwthoesgtaagmees.(TFhigeurerea4re). tFhirreset,tdyupreisnogftohpepbourstiunneistsy dcaervdeslo: pmmoneneyt sctaargde,, seaalcehs cpalardyes,r acnand cahcotioosnestocaprldasy. 0Tthoe5mcaorndesyfrcoamrdth(sehsotwarntining Fhiagnudr.eT3h(ea)n)uismnboetr tohfecakredys tpoladyeetderimn tinhins gstathge omuutcsot mbeecionntshiestgenamt we.itIht pthroednuucmesbaerdoeffecnasrdivsetehfaftectanagbaeindsrtatwhencoorstreosfeparcohdeudctasnadledse. vTehleopsaeldesincatrhde (ssehcowndn sintaFgieg.uFroer3e(xba))misplues,eadstoudcoenllet cptlamyosnfeoyurfrcoamrdos,ththerenp,lahyee/srhsethcraonurgehsetahrechd/edterarmwinfoautirocnaordf sthine sthaleenperxict estbaagsee(dthoenrtehseavraclhusetaogf eth).eInprootdhuerctwthoardt sh,aisf baesetunddeenvteploropdedu.ceIfstaheceorthaienr npulamyebrerexopfecrairednsceins athfiisnsatnacgiea,l hdefoicrits,htehewyilml haayvcehtooodseratwo pthroevsiadme econlluamtebraelr. oTfhceaprdrospinerthyeosnecthoenidr dsteasgket.opStwudilelnbtes hmealdy acshocoslleatoeratltabcyktohrecpolaleycetrcwarhdos,udseepsetnhdeincgarodn, rtheseuirltpinegrsoinnaal rcehdouiccetisoannidnsptroaitnetgsiefso.rStehceonfidn,adnucirailnlyg itnhseurfefsiceiaerncthpsltaaygeer,. tAhcetinounms cbaerrdosf(csahrodwsnthinatFciagnurbee3d(cr)a)wmna,yrebseeaurscehdetdo, atntadcdkeovredloepfeenddisagdaeitnesrtmoitnheedr paclacyoerdrsintog itnoctrheeasneutmhebienrteorfaccatirodns athnadt swtiemreuliastsiuoendoifnththeegfiamrset .stage. Players may choose to directly draw opportunity cards or to draw technique cards and product cards instead. When students conduct 3re.5s.eGaracmheaSntdagdesevaneldoRpumleesnt, they must meet the elemental requirements written on the technique or produEcEtTc’asrgdatmo eressteaagrecsh,adnedvreuloleps, aanredsriemdpeelem. T(thheegeoleaml iesnttoalwreinquthireemmeonsttspaoreindtsiswpliathyeindaingtihveenbotixmine ltihmeiut.pTpheer rgigahmtecohranseronolfyeatwchocsatradg).esFi(nFaiglluy,rpeo4i)n.tFsiarrset,cdalucruinlagtetdhebabsuedsinoenstshdeecvoemlobpinmaetinotnsotaf geele,meaecnht, ptelcahyneriqcuaen, acnhdoopsreodtoucptlacyar0dstoon5 tchaerddsesfkrotomp.thTehesthairgtihnegsthsacnodre.rTwhienns!umber of cards played in this stage must be consistent with the number of cards that can be drawn or researched and developed in the second stage. For example, a student plays four cards, then, he/she can research/draw four cards in the next stage (the research stage). In other words, if a student produces a certain number of cards in this stage, he or she will have to draw the same number of cards in the second stage. Students may choose to attack or collect cards, depending on their personal choices and strategies. Second, during the research stage, the number of cards that can be drawn, researched, and developed is determined according to the number of cards that were issued in the first stage. Players may choose to directly draw opportunity cards or to draw technique cards and product cards instead. When students conduct research and development, they must meet the elemental requirements written on the

Educ. Sci. 2020, 10, 48 6 of 11 Educ. Sci. 2020, 10, 48 6 of 11 FiguFriegu4r.eS4t.aSgteagdeedscesrcipritpiotinonssfoforrtthhee bboarrdd ggaammeeEElelmemenetnEtnEtenrtperripseriTseycToyocnowonithwainthexaanmepxlaem. ple. 4. M4e.tMhoedthsods TheTbhoeabrdoagrdamgaemwe awsafiseflidel-dt-etsetseteddwwiitthh 1166 ssttuuddeenntsts(a(aggeses141–41–51) 5fr)ofmroma maidmdilde dsclehosoclh. oTohle.seThese studestnutdseantttshaist ltehairsnlienagrnsitnaggesthaagde lheaadrnleeadrntheed btahseicbcaosinccceopntsceopftsthoefptehreiopdeirciotdabicletaobflechoefmcihceaml eiclealments. The eglaemmeenitns.sTtrhuecgtaiomne winastsruimctiponlewmaesnimtepdletmo esnttueddetnotsstuindesnitxs isnessisxiosensssi(o4n5s (m45inmpineurtessepsseirosne,ssaiotno,tal of 2in7t0romawadciutatnousc)tat.auilloSspeonpldfaeay2cfn7oiodfi0rfcatmtahhdlieelneyibum,nottteahorsore)odd. pfuSgtrpcahetemei-coaeibnf.niocTadaanhrlpdeldyol,gaastsatdht-meetsemeepss.ortsseTioo-wonfacontwchduseaepspsbiouseoissdaoter-ndodtesntsgowteascmesooercneesc.dsduTiuoepwcdniteoiidecnsaatoetcesnehrsdve.ioisetOnoewssntsshewi.oeTsenehraeseecsatdtiuceoehaand.clihpOcwealnraateeysddsouoeetsfsosesthnditohoeneftobroathrde gamein. tTerhveenlaestinsetshseiopnrowceasssuosfedstutodecnotngdaumcteipnlateyr;viiteiws su.pTthoettheeacshtuedrednotsesthneomt sineltveersvetonechinoothsee tphreoircess of studestnrtatgeagmy.eTphlaeyt;eaitchiseur’ps rtoolethise ostnulydetontpsrtehsiedme soevlveresthteo gcahmooesaentdheeixrpslatriantethgey.ruTlhese. tTehaechaesrse’sssrmoleenits only to prteosoild, ecoonvtaeirnitnhge 2g0amueltainplde-ecxhpoilcaeinquthesetirounleitse.mTsh, we asssceosmsmpileendt btoyothl,ecaountthaoirnsinogf t2h0ismstudltyip. lTeh-echoice quesqtiuoenstiotenms ws,ewreadsesciogmnepditloedasbseyssththeeasucitehnotirfsicocfonthceisptsstoufdcyh.emThicealqeuleemsteinotns sanwdetrhee dcoersriegsnpoedndtiongassess the stceicehnntiiqfiucecaonndcepprotsduocftcchoenmceipctasltehlaetmsteundtesnatsnpdotshseesscobrerfeosrpe oannddianftgertethche ngiaqmueepalnaydinpgr.oEdxuacmtpcloens cepts that osftuqdueensttisonpoitsesmesssinbcelfuodree tahnedfoalfltoewr itnhge: “gWamhiechploafytihneg.foEllxowaminpglessubosftaqnuceesstcioonntaitinems ssiliincocnlu?”de the follo(welienmge:n“tW) “hWichhicohfotfhtehfeoflolollwowininggsustbatsetmanecnetss creognatradiinnsgstihliecochne?m” i(ceallempreoncets)s“oWr hteicchhnoiqfuthe etofothlleowing statep(mprroeodndutuscctrti)es.gcTaohrredretiocntt?ga”ltp(htoeescshcihnbielqemusecic)oaarelndpofr“otWhceehasasstsioessrtshtmeecerhneatnswioqanuswe2h0toypaothliunemtsp.inrAoudsmeumwciti-nsistdroucwoctrsurdreeocdtn?io”ntt(erturevscitheewnaiswqiluya?se”) and “Whacot nisduthcetedreawsiothn swixhvyoalulunmteeinrsuwmhwo iancdceopwtesddtohenroetsreuarsctheearss’ilpyu?”bl(icprionvdiutactti)o.nT. hTehetowtahlopleosgsaimblee- score of thpelaaysisnegsspmroecnestswwaass v2o0icpeoainndtsv.idAeosreemcoir-sdterdu.ctured interview was conducted with six volunteers who accepted the researchers’ public invitation. The whole game-playing process was voice and video5. rReecsourdltes d. 5. Re5s.1u.lLtsearning Outcomes 5.1. LsteuadrneIinnnttsghmOisausdttuecodsmiyg,en1si6fisctaundt epnrtosgcroemsspinletthedeirthuenpdreer-staannddpinogsto-tfessctise.nTthifeicrceosuncltesp(tTsa, bwlieth1)asmhoewdiathnaltetvheel oInf etfhfeisctstsuizdey,(t1h6e sCtuohdeenn’tssdcoemqupalleintegd0t.h50e).pTreh-isanfidndpinogst-istecsotsn.siTstheentrewsuitlhtsth(Tearbelseu1lt)ssohfoowthtehrat the studeendtuscamtiaodnealsbigonaridficgaanmtepsr,owghriecshshinavtehaelilraucnhdieevresdtasnadtisinfyginogf lsecairennitnigficoucotcnocmeepsts[1, ,w3,i5t,h14a].mTheedisatundlyevel of effectalssiozefo(uthned Cthoaht ethne’spdoset-qtuesatlsincogre0s.5f0o)r.tThehitsecfihnndiqiunegains dcopnrosidsutecnt titwemitshwthereeraelsluhlitgshoefr othtahnertheedpurcea-tional boar1tde.0sgt0a)s.mcoTerhesis,s.wArhemsicuohnltghitnahvdeiemcaa,tltelhsaectshhcaoietrvepselodanysitanhtgeistftehyciihsnngsiqcliueeeanrtitinfeiimcngsbsoohauortwdcoegdmasmeigsen[i1hf,ie3cla,p5ns,t1ps4tr]uo. dgTerhnesetsss(tupun=dd.y0er1as6tl,asdnod=found that ttehcehnpioqsute--treesltatsecdorsecisenfotirfitchceonteccehptnsi.que and product items were all higher than the pre-test scores. Among them, the scores on the technique items showed significant progress (p = 0.016, d = 1.00). This result indicates that playing this scientific board game helps students understand technique-related scientific concepts.

Educ. Sci. 2020, 10, 48 7 of 11 Table 1. Results of the assessment on the chemistry concepts. Assessment Dimensions Mean-Pre SD-Pre Mean-Post SD-Post t Value Effect Size (# of Items) (Range) (Range) 2.06 0.00 0 Elements (8) 0.94 2.70 * 4.88 1.78 4.88 1.27 1.48 1.00 Techniques (3) (2–8) (2–8) 2.98 2.26 * 0.39 Products (9) 0.75 0.50 (0–3) 0.93 1.69 Total (20) 4.13 (0–3) (1–7) 2.09 4.81 9.75 (3–7) (5–16) 3.51 11.38 (7–16) Note: * p ≤ 0.05. As to the impact of scientific concepts, those who attended the interview stated which types of cards they thought were most helpful in their learning. Some of their statements are quoted below, with code “B” as male students and “G” as female students. B1: Technique cards, such as the contact process, which I did not learn before. For the manufacture of sulfuric acid . . . The isotope separation technique. It is the method for nuclear and thermonuclear weapons, which was not mentioned in class and which I think is of great importance...The school teaches us some rigid information. It is better to teach us some life-related information. G1: I finally know that fertilizer may be made by the Haber process. The synthesis of nitrogen and hydrogen is carried out during the reaction. I’ve also realized that there are nitrogen fertilizers, phosphate fertilizers and potassium fertilizers in (commercial) fertilizer, which promote the growth of stems, leaves, and flowers. Fertilizers are (obtained) through chemical processes. G4: Technique cards, because it teaches you some technical information. For example, what can it produce? What materials are needed? Then, these cards explain how to make and use them. G3: Product cards for me. They let us know the technique a product needs and how it is made. What technique is needed and what elements are needed. During the interview, student B1 mentioned that playing this kind of board game helped him gain more scientific knowledge and was more interesting than traditional didactic teaching. Although both student G1 and G4 have been taught the Haber process and its applications in their previous lessons, they were able to better understand its purpose and meaning in real-life situations through the game. Although element items and product items did not show statistically significant progress, they are still helpful for students’ learning outcomes. For example, student G3 stated, “It allows us to know a lot of elements. It also teaches us what techniques and what elements are needed to make a product.” Compared to common and easy-to-understand element and product items, technique concepts and their links to element and product items are students’ primary areas of weakness. Therefore, the results of this game show that students made significant progress in understanding technique-related aspects. The EET science board game exerted a certain degree of impact on the interaction between students’ lives and the society in which they live, which is reflected in students’ interview responses. Some of the students’ responses are quoted below. B1: After playing this game, I not only have learned more new things but also have an urge to know even more about them. It makes me want to go online to find out more information.

Educ. Sci. 2020, 10, 48 8 of 11 G1: It lets me know that for everything I buy, it comes with its production method, written on the back of the product...I want to tell my relatives, friends, and even strangers that this board game is very rewarding...I hope that when my family go out and buy something, they will also read what is written on the back of that product, such as the raw materials . . . the ingredients and content. They need to read them carefully. B2: Yes! There is impact. After playing this game...you will know what technique and what elements it needs. This way, you can also teach what you’ve learned to some of your classmates and friends around you. Playing this board game is worthwhile. It makes you spread the knowledge to others. If I ever see this kind of thing . . . I will tell them directly about the technique used and the raw materials used. From the interviews, we can confirm that the gaming mechanism of the scientific board game enables students to connect the element, technique, and product. Students are motivated to learn more about chemical elements (B1) and ingredients in products (G1, B2) and are willing to share what they have learned from the game with others. Students’ awareness of the products in their lives has also been raised. For example, after the game, student B1 conducted further research on relevant scientific information, showing his motivation to study after the game. Student G1 now pays more attention to the ingredient list written on the back of a product in her daily life and learns the ingredients in a specific product, raising her awareness of product safety in daily life. Student B2 is willing to take the initiative to share the knowledge he has learned with other students and friends, thus exerting influence on others with his new knowledge. Therefore, the EET board game can help students connect elements, techniques, and products, making them willing to apply the scientific concepts they have learned to the real-life situations they experience. All these findings are consistent with the theory of Antunes et al. [4], according to whom board games allow students to reconstruct their own concepts of knowledge. 5.2. Engagement in Board Games The game mechanisms reflect the degree of students’ involvement in the game process. This study uses game mechanisms to link elements, techniques, and products, enabling students to note the scientific information in the game and to generate their own thinking and understanding. The following interview data offer examples of what students think of the mechanisms of the EET board game. B1: I can understand (the setting of the game mechanism). Mainly it is to look at the substances it produces and the production method. You need to observe and think! In fact, I think the things shown throughout the game are all quite reasonable. B2: There are some things I have never known before. But with the explanations provided on the card concerning a certain product, I can read and understand that this set of cards can be formed like this . . . Sometimes I feel that the card combinations of others are weird...I would like him/her to be able to change to a better card. When we make our own combinations, we want to combine some relevant elements so that they look reasonable. G1: There are some explanations on the product, you can see what technique or element it needs, and then you use the elements to combine and match. You need to see others’ cards for a combination. You also need to see if the cards you have drawn are relevant...because you can attack other players and then have your cards assembled smoothly. As shown by the interviews, students B1 and B2 understand the reasons for the combination of cards. Even if they encounter new information that they have never seen before, they can still understand the reasons for gameplay action from the information provided by the card. Student B1 was able to read the information on the card, take the initiative to think about whether this information matches

Educ. Sci. 2020, 10, 48 9 of 11 what has been previously learned, and understand/accept the game process. Students B2 and G1 not only paid attention to their own card combinations but also observed whether other players’ card combinations were reasonable. They even attempted to find a way to develop a suitable play sEtdruact. eSgciy. 20to20a, 1c0q, u48ire the cards they want and obtain more points. Therefore, a better understan9doifn1g1 oufntdheersstcainendtinifigc tchoencgeapmtse’psrrouvliedsedanbdymtheechcaarndissmiss.coWnhdeuncitvheetostustduednetnstas’rebeftatmeriluianrdweristthanthdeinggatmhee gmaemchea’snrisumle,s tahnedy mcaenchaacnhiisemves. tWhehewninthneinsgtugdoeanltsbyarecoflalmecitliinagr wseittsh othfecgaradmseomf edcihffaenreisnmt ,etlhemeyencatsn, atecchhienviqeutehse, wanidnnpirnogdguocatsl.bLyi caonldlecTtsianig[1se5t]sboefliceavredtshoaft dgiaffmereemnteeclheamneisnmtss, tmecahynaiqffueects,thanedexppreordieuncctse. Lofi athnedgTasmaie[1p5r]ocbeesliseavnedthtahtegleaamrneimngecohuatncoismmes. mThaeyraefffoercet,tahreeeaxlpuenrdieenrcsetaonfdtihneggoafmgaempreomceescshaanndistmhes lweailrlnhinelgposututcdoemntes. tTohleeraerfno.re, a real understanding of game mechanisms will help students to learn. AAss sshhoowwnn iinn FFiigguurree 55aa,, ssttuuddeennttss mmaayy oobbsseerrvvee tthhee ccoonntteennttss ooff ootthheerr ppllaayyeerrss’’ ccaarrddss dduurriinngg tthhee ggaammee aanndd uussee ssttrraatteeggiicc tthhiinnkkiinngg aanndd jjuuddggmmeenntt.. FFoorr eexxaammppllee,, tthheeyy mmaayy wwaanntt ttoo hhiinnddeerr ootthheerr ppllaayyeerrss ffrroomm ccoolllleeccttiinngg aa sseett ooff ccaarrddss oorr ttoo aaccqquuiirree tthhee ccaarrddss tthheeyy nneeeedd ffrroomm ootthheerr ppllaayyeerrss.. WWhhiicchheevveerr ggaammiinngg ssttrraatteeggyy ssttuuddeennttss cchhoooossee,, tthheeyy hhaavvee bbeegguunn ttoo uunnddeerrssttaanndd tthhee ccaarrdd iinnffoorrmmaattiioonn aanndd tthhee ccoonnnneeccttiioonn bbeettwweeeenn eelleemmeennttss,,tteecchhnniqiquueess,,aannddpprorodduuctcst.s.AAssshshowownnininFiFgiugruere5b5,bt,htehyemy amyadyisdcioscvoevr ewrhwaht aktinkdins dosf coafrcdasrdthsetyhneyeendebeadsebdasoendtohne pthlaecpemlaceenmt oefntthoefetlheme eelnetm, teencht,ntieqcuhen,iaqnude,parnoddupcrto. dFuorcte.xFaomr pelxea,mthpelge,rethene cgarredens ocanrtdhseodnetshketodpesakrteoepleamreeenlet mcaerndtsc, athrdeso, rtahnegoeraonngeesoanreesteacrhenteiqchuneicqauredcsa, radnsd, athnedpthinekpoinnkesonaeres parroedpurcotdcuacrtdcs.arPdlas.yPerlsayfoerrms faorsmet aofsceatrodfscbayrdchs oboysicnhgoaonsidngcoamnbdincionmgbeiancihngofetahcehthorfetehteytpherseoeftcyopleosreodf ccaorlodrseadcccoarrddisnagcctoortdhiencgatrod tihnefocramrdatiinofno.rmation. (a) (b) Figure 5. ((aa))SSttuuddeennttssppllaayyiing tthhee sscciieenntiffiic board game Element Enterprise Tyyccoooonn.. (b) The placement of the kinds of cards. Finally,, wwee aasskkeedd ssttuuddeennttss tthheeiirr ffeeeellings about playing EET to better understand their thoughts and opinions regardiinngg tthhiiss sscciieennttiifificc bbooaarrddggaammee:: B2: I feel that this game can help you brainstorm and become smarter...it can be combined with real-life situations...I hope I can keep playing this game, because I can learn new knowleeddggeewwhhilielepplalyaiynigngthtihs igsagmaem. Ie.caInctahnintkhianbkouatbwouhtatwmhyatnemxyt snteepxtiss, taenpdiIsc, aannidntIercaacnt winittehramctywoiptphomneynotp. ponent. GG33:: IItt hheellppss uuss ttoo kknnooww aa lloott ooffeelleemmeennttss,, wwhhaatt tteecchhnniiqquueess aarree uusseedd iinn aa cceerrttaaiinn pprroodduucctt,, aanndd wwhhaatt eelleemmeennttss aarree uusseedd.. IItt iiss nniiccee!! GG44:: II wwiillll bbee wwiilllliinngg ttoo ppllaayy aaggaaiinn.. BBeeccaauussee tthheerree aarree mmaannyy kkiinnddss ooff ccaarrddss aanndd tthheeyy aarree ooppeenn ttoo mmaannyy ddiiffffeerreenntt ccoommbbiinnaattiioonnss.. IItt rreennddeerrss yyoouu aa ddiiffffeerreenntt eexxppeerriieennccee eeaacchh ttiimmee yyoouu ppllaayy......IItt ggiivveess yyoouu aa ffrreesshh ffeeeelliinngg......YYoouuwwoonn’’ttffeeeellbboorreedd.. Most of the students gave positive feedback during interviews. Student G3 believed that she had learnMedosnteowf tkhneoswtuleddegnetsfgroavme tphoesigtiavme efe, eqdubeancckhidnugrihnegrinthteirrsvtiefwors.knSotuwdleendtgGe 3anbdeliseavteisdfytihnagt shheer hcuardiolesiatryn.eSdtundeewntksnBo2walenddgeGf4roemxptrheessgeadmteh,aqt utheneychwinoguhlderbtehiwrsitllfionrgktnoocwolnetdingueeanpdlasyaitnigsfythinegEhEeTr csucireinotsiiftiyc.bSotaurddegnatms eB.2Tahnedy bGe4lieevxepdretshsaetdthtehagtamtheeyhewlposutlhdembethwinilklinagbotuotcaonndtilneuarenpnleawyinkgnothweleEdEgTe in a more interesting and original way than traditional classroom teaching. The EET scientific board game is clearly popular and highly accepted among these students. Antunes et al. [4] believes that games are an effective way of teaching and that games may arouse students’ interest and trigger their persistent devotion in their pursuit of knowledge. The current study also received positive feedback

Educ. Sci. 2020, 10, 48 10 of 11 scientific board game. They believed that the game helps them think about and learn new knowledge in a more interesting and original way than traditional classroom teaching. The EET scientific board game is clearly popular and highly accepted among these students. Antunes et al. [4] believes that games are an effective way of teaching and that games may arouse students’ interest and trigger their persistent devotion in their pursuit of knowledge. The current study also received positive feedback from the students who participated in the EET scientific board game, indicating that the utilization of this game is quite a successful teaching method. 6. Conclusions The EET board game enables students to connect their life experiences and textbook knowledge throughout the course of the game. Through the game mechanism, students are motivated to read and think about the information on the cards and they further gain a complete understanding of a scientific concept by connecting elements, techniques, and products. The results of this study show that students may achieve favorable learning results by playing scientific board games. In addition, through the use of opportunity cards, students are able to broaden their learning horizons by learning different scientific concepts and the connections between elements, techniques, and products through their interaction with others during the game. Therefore, this board game has potential both as a basic chemistry studying method and as supplementary teaching material. The cards in this scientific board game present the course content, enabling the students to observe and learn the chemical knowledge imbued in their daily life through the integration of chemical scenarios/themes and the gaming process itself. It is recommended that schoolteachers endeavor to use scientific board games to assist and enliven their teaching. The effectiveness of a board game embedded in the science curriculum could be assessed by implementing it in a larger group of participants across different learning stages. Author Contributions: Conceptualization, J.-C.T.; methodology and formal analysis, J.-C.T. and S.-Y.C.; writing, J.-C.T. and S.-Y.C.; editing and supervision, C.-Y.C. and S.-Y.L. All authors have read and agreed to the published version of the manuscript. Funding: This study was financially supported by the Ministry of Science and Technology (MOST) (MOST107-2511-H-003-020-MY2), National Taiwan Normal University Subsidy for Talent Promotion Program and the “Institute for Research Excellence in Learning Sciences” of National Taiwan Normal University (NTNU) from the Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education (MOE) in Taiwan. Conflicts of Interest: The authors declare no competing financial interests. References 1. Martí-Centelles, V.; Rubio-Magnieto, J. ChemMend: A Card Game to Introduce and Explore the Periodic Table While Engaging Students’ Interest. J. Chem. Educ. 2014, 91, 868–871. [CrossRef] 2. Franco-Mariscal, A.J.; Oliva, J.M.; Gil, M.L.A. Students’ Perceptions about the Use of Educational Games as a Tool for Teaching the Periodic Table of Elements at the High School Level. J. Chem. Educ. 2014, 92, 278–285. [CrossRef] 3. Franco-Mariscal, A.J.; Martínez, J.M.O.; Márquez, S.B. An Educational Card Game for Learning Families of Chemical Elements. J. Chem. Educ. 2012, 89, 1044–1046. [CrossRef] 4. Antunes, M.; Pacheco, M.A.R.; Giovanela, M. Design and Implementation of an Educational Game for Teaching Chemistry in Higher Education. J. Chem. Educ. 2012, 89, 517–521. [CrossRef] 5. Bayir, E. Developing and playing chemistry games to learn about elements, compounds, and the periodic table: Elemental periodica, compoundica, and groupica. J. Chem. Educ. 2014, 91, 531–535. [CrossRef] 6. Kavak, N.; Yamak, H. Picture Chem: Playing a Game to Identify Laboratory Equipment Items and Describe Their Use. J. Chem. Educ. 2016, 93, 1253–1255. [CrossRef] 7. Kavak, N. ChemOkey: A Game to Reinforce Nomenclature. J. Chem. Educ. 2012, 89, 1047–1049. [CrossRef] 8. Farmer, S.C.; Schuman, M.K. A Simple Card Game to Teach Synthesis in Organic Chemistry Courses. J. Chem. Educ. 2016, 93, 695–698. [CrossRef]

Educ. Sci. 2020, 10, 48 11 of 11 9. Morris, T.A. Go Chemistry: A Card Game to Help Students Learn Chemical Formulas. J. Chem. Educ. 2011, 88, 1397–1399. [CrossRef] 10. Angelin, M.; Ramström, O. Where’s Ester? A Game that Seeks the Structures Hiding Behind the Trivial Names. J. Chem. Educ. 2010, 87, 406–407. [CrossRef] 11. Knudtson, C.A. ChemKarta: A Card Game for Teaching Functional Groups in Undergraduate Organic Chemistry. J. Chem. Educ. 2015, 92, 1514–1517. [CrossRef] 12. Eastwood, M.L. Fastest Fingers: A Molecule-Building Game for Teaching Organic Chemistry. J. Chem. Educ. 2013, 90, 1038–1041. [CrossRef] 13. Kurushkin, M.; Mikhaylenko, M. Orbital Battleship: A Guessing Game to Reinforce Atomic Structure. J. Chem. Educ. 2016, 93, 1595–1598. [CrossRef] 14. Pippins, T.; Anderson, C.M.; Poindexter, E.F.; Sultemeier, S.W.; Schultz, L.D. Element Cycles: An Environmental Chemistry Board Game. J. Chem. Educ. 2011, 88, 1112–1115. [CrossRef] 15. Li, M.-C.; Tsai, C.-C. Game-Based Learning in Science Education: A Review of Relevant Research. J. Sci. Educ. Technol. 2013, 22, 877–898. [CrossRef] 16. Tsai, J.C.; Cheng, P.H.; Liu, S.Y.; Chang, C.Y. Using board games to teach socioscientific issues on biological conservation and economic development in Taiwan. J. Baltic Sci. Educ. 2019, 18, 634–645. [CrossRef] 17. Hassinger-Das, B.; Bustamante, A.S.; Hirsh-Pasek, K.; Golinkoff, R.M. Learning landscapes: Playing the way to learning and engagement in public spaces. Educ. Sci. 2018, 8, 74. [CrossRef] 18. Sanganyado, E.; Nkomo, S. Incorporating sustainability into engineering and chemical education using E-Learning. Educ. Sci. 2018, 8, 39. [CrossRef] © 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).

Presentation order: 6th Applying digital escape rooms infused with science in elementary school: Learning performance, learning motivation and problem-solving ability Orasa chaisurin 61101208101 Lallalit Sangwong 61101208115 Ronnapob Wongtrakul 61101208122 Kanlaya Poerdkaew 61101208124 Advisor Dr.Krittaphat Wongma A Report Submitted in the Requirement for Seminar in Science Learning and Teaching 21024304 Bachelor of Education (Science) Faculty of Education Sakon Nakhon Rajabhat University 2022

Thinking Skills and Creativity Volume 37, September 2020, 100681 Applying DIGITAL ESCAPE ROOMS infused with science teaching in elementary school: Learning performance, learning motivation, and problem-solving ability SHIH-YUANHUANG, YI-HANKUO, HSUEH-CHIHCHEN RONNAPOB WONGTRAKUL 61101208122 KANLAYA POERDKAEW 61101208124 ORASA CHAISURIN 61101208101 LALLALIT SANGWONG 61101208115 COMING SOON 15 MARCH 2022 FROM 9.00 AM - 4.00 PM ONLINE MEETING FACEBOOK LIVE PAGE SAKON NAKHON RAJABHAT UNIVERSITY BACHELOR OF EDUCATION SCIENCE (SEMINARS ARE SUBJECT TO CHANGE. DUE TO THE EPIDEMIC SITUATION OF THE COVID-19 VIRUS) MORE INFORMATION 0610304974 [email protected] SEMINAR DOCUMENTS

Thinking Skills and Creativity Volume 37, September 2020, 100681 TITLE: Applying digital escape rooms infused with science teaching AUTHOR: in elementary school: Learning performance, learning motivation, and problem-solving ability Shih-YuanHuang, Yi-HanKuo, Hsueh-ChihChen Abstract In this study, a teaching approach involving a digital escape room (DER)was introduced into science teaching for fourth-graders in elementary school to investigate the effect of this method on students’ learning performance, learning motivation, and problem-solving ability. Based on a quasi-experimental approach, four research tools were applied with 40 students: Science Learning Performance, the Learning Motivation Scale (LMS), the Test of Problem Solving (TPS), and a feedback form. The students were split into an experimental group and a comparison group, with 20 students in each group. The experimental group received the experimental teaching for a 10-week period, during which seven DERs were infused into the science teaching activities, while the comparison group’s classes used direct teaching methods. In each class infused with DER activity, the students used tablets to receive and complete tasks by using props, riddles, clues, crossword games, and puzzle challenges within a 25-min window according to the teacher’s instructions. The data were analyzed with ANCOVA. The results showed that the students in the experimental group had higher learning motivation and problem-solving ability scores than those in the comparison group. However, the two groups had the same learning performance levels in science class. In general, the students had positive perceptions of the DER experience, and they believed the DER teaching strategy was compelling and effective. Finally, suggestions based on this research study’s results are offered with the hope of providing references for teaching practice and future research. Keywords: Digital learning, Escape room, Learning performance, Learning motivation, Problem-solving. บทคัดย่อ ในการศึกษาครั้งนี้ วิธีการสอนโดยใช้ Digital escape room (DER) ถูกนำมาใช้ในการจัดการเรียนการสอนในรายวิชา วิทยาศาสตร์ ของนักเรียนชั้นประถมศึกษาปีที่ 4 ในโรงเรียนระดับประถมศึกษา เพื่อศึกษาผลที่ได้จากวิธีการสอนที่ส่งผลต่อ ประสิทธิภาพการเรียนรู้ของนักเรียน แรงจูงใจในการเรียนรู้ และความสามารถในการแก้ปัญหา โดยใช้รูปแบบการวิจัยเชิงกึ่งทดลอง ใช้เครื่องมือวิจัยสี่ชุดกับนักเรียนจำนวน 40 คน เครื่องมือวิจัย ได้แก่ ชุดทักษะการเรียนรู้ทางวิทยาศาสตร์ แบบวัดระดับแรงจูงใจ ในการเรียนรู้ แบบทดสอบการแก้ไขปัญหา และแบบสะท้อนความคิดเห็น โดยแบ่งนักเรียนออกเป็นสองกลุ่ม คือ กลุ่มทดลอง และ กล่มุ เปรยี บเทยี บ กลุ่มละ 20 คน โดยนกั เรยี นในกลมุ่ ทดลองจะได้รับการสอนเชงิ ทดลองเป็นระยะเวลา 10 สปั ดาห์ ในระหว่างการสอน ได้มีการนำวิธีการสอนแบบ DER เจ็ดกิจกรรม เข้ามาใช้ในกิจกรรมการจัดการเรียนการสอน ในขณะที่กลุ่มเปรียบเทียบใช้วิธีการสอน แบบปกติ ในแต่ละคาบเรียนที่มีกิจกรรม DER นั้น นักเรียนใช้ Tablets เพื่อรับงานและทำกิจกรรมที่ได้รับมอบหมาย โดยใช้กิจกรรม ลักษณะแบบเบาะแส เกมปริศนาคำใบ้ เกมปริศนาตัวต่อ และความท้าทายปริศนา ต้องทำกิจกรรมให้เสร็จภายในเวลา 25 นาที ตามคำชี้แจงของครู ใช้การวิเคราะห์ข้อมูลแบบการวิเคราะห์ความแปรปรวนร่วมกับ ANCOVA ผลการศึกษาพบว่า นักเรียนใน กลุ่มทดลองมีแรงจูงใจในการเรียนรู้ และคะแนนความสามารถในการแก้ปัญหาสูงกว่ากลุ่มเปรียบเทียบ อย่างไรก็ตาม ทั้งสองกลุ่ม มีระดับประสทิ ธิภาพการเรียนรูว้ ิทยาศาสตร์เทา่ กัน โดยทั่วไปนักเรียนมีระดับความพึงพอใจเชงิ บวกต่อประสบการณ์การเรียนการสอน โดยใช้ DER และเชื่อว่ากลยุทธ์วิธีการสอนของ DER นั้นน่าสนใจ และมีประสิทธิภาพ สุดท้ายนี้ ข้อเสนอแนะจากผลการศึกษาวิจัย จัดทำขน้ึ โดยหวงั ว่าจะเป็นข้อมลู อ้างองิ สำหรับการฝกึ สอน และการวิจัยในอนาคต ลงชอื่ ………………………………..……… (อาจารย์ ดร.กฤตภาส วงค์มา) อาจารยท์ ีป่ รกึ ษา กลมุ่ ที่ 6 เอกสารประกอบการสมั มนา (ฉบับเตม็ )

Thinking Skills and Creativity 37 (2020) 100681 Contents lists available at ScienceDirect Thinking Skills and Creativity journal homepage: www.elsevier.com/locate/tsc Applying digital escape rooms infused with science teaching in T elementary school: Learning performance, learning motivation, and problem-solving ability Shih-Yuan Huanga, Yi-Han Kuoa, Hsueh-Chih Chena,b,c,d,* a Department of Educational Psychology and Counseling, National Taiwan Normal University, Taipei, Taiwan b Institute for Research Excellence in Learning Sciences, National Taiwan Normal University, Taipei, Taiwan c Chinese Language and Technology Center, Taipei, Taiwan d MOST AI Biomedical Research Center, Taipei, Taiwan ARTICLE INFO ABSTRACT Keywords: In this study, a teaching approach involving a digital escape room (DER) was introduced into Digital learning science teaching for fourth-graders in elementary school to investigate the effect of this method Escape room on students’ learning performance, learning motivation, and problem-solving ability. Based on a Learning performance quasi-experimental approach, four research tools were applied with 40 students: Science Learning motivation Learning Performance, the Learning Motivation Scale (LMS), the Test of Problem Solving (TPS), Problem-solving ability and a feedback form. The students were split into an experimental group and a comparison group, with 20 students in each group. The experimental group received the experimental teaching for a 10-week period, during which seven DERs were infused into the science teaching activities, while the comparison group’s classes used direct teaching methods. In each class in- fused with DER activity, the students used tablets to receive and complete tasks by using props, riddles, clues, crossword games, and puzzle challenges within a 25-min window according to the teacher’s instructions. The data were analyzed with ANCOVA. The results showed that the stu- dents in the experimental group had higher learning motivation and problem-solving ability scores than those in the comparison group. However, the two groups had the same learning performance levels in science class. In general, the students had positive perceptions of the DER experience, and they believed the DER teaching strategy was compelling and effective. Finally, suggestions based on this research study’s results are offered with the hope of providing refer- ences for teaching practice and future research. 1. Introduction In 2014, Barack Obama, President of the United States of America, promoted a ten-year plan for educational innovation as an important developmental direction for the country and emphasized the infusion of knowledge and practice in learning (The White House, 2014). Many researchers have stated that infused learning of science and technology can enhance students’ creativity, pro- blem-solving skills, and interest in science fields (Madden et al., 2013; Perignat & Katz-Buonincontro, 2019; Thuneberg, Salmi, & Bogner, 2018). In the education field, teaching innovation aims to train a new generation of students to cultivate their talents and ⁎ Corresponding author at: Department of Educational Psychology and Counseling, Institute for Research Excellence in Learning Sciences, Chinese Language and Technology Center, National Taiwan Normal University, 106, No. 129, Sec. 1, Heping E. Road, Taipei, Taiwan. E-mail addresses: [email protected] (S.-Y. Huang), [email protected] (H.-C. Chen). https://doi.org/10.1016/j.tsc.2020.100681 Received 19 November 2019; Received in revised form 11 April 2020; Accepted 4 July 2020 Available online 07 July 2020 1871-1871/ © 2020 Elsevier Ltd. All rights reserved.

S.-Y. Huang, et al. Thinking Skills and Creativity 37 (2020) 100681 hone their skills. Learning methods and environments have become more diverse as the era has evolved. Various teaching innovations have been proven effective for promoting students’ creativity, problem-solving and active learning (Liao, Kung, & Chen, 2019; Lo & Chen, 2016; Walder, 2014). Intaros, Inprasitha, and Srisawadi (2014) stressed that education should focus on improving students’ abilities to think and solve problems, overturning previous teaching strategies that advocate repetitive practice. Teaching innovations have replaced the traditional style, which relied on rote learning (Hidalgo-Cabrillana & Lopez-Mayan, 2018). Escape rooms, which involve a game in which a team of people must “escape” from a room filled with challenges within a given time limit, have grown in popularity in recent years (Wiemker, Elumir, & Clare, 2015). Wiemker et al. (2015) stated that multiple strategies and skills, including searching, observation, discernment, correlation, memorization, math, words, pattern recognition and compartmentalization, are applied during an escape room game. Such games are consistent with the concept of learner-centered, problem-solving-oriented, cooperative, and interdisciplinary learning (Brown, Darby, & Coronel, 2019; Cain, 2019; Gómez-Urquiza et al., 2019; Kinio, Dufresne, Brandys, & Jetty, 2019) because they require players to identify and solve problems through ob- servation, logical thinking, and integration. Problem-solving ability and thinking ability are critical skills that prepare children for future challenges (Sung, 2017). Given the benefits of teaching innovations and game-based learning for students, the popularity and rapid expansion of escape rooms among the general population and the challenge, thrill, and motivation such activities produce, together with the lack of evidence related to the use of this game-based, learner-centered, and problem-solving-oriented method in elementary teaching, it is potentially useful to develop such a teaching activity for use in science classes. In summary, the aim of this study is to investigate the effect of digital escape rooms on learning performance, learning motivation, and problem-solving ability when a DER was applied as a teaching game and to assess the impact of the DER learning experience on studying. Ultimately, DERs could provide an exciting and engaging addition to teaching innovations in education programs. 1.1. DER teaching approach The current trend of integrating creative teaching into education reflects the innovative classroom model, which alters the learning process (Lai, Hsiao, & Hsieh, 2018; Zainuddin, 2018). Keller (1983) stated that strategies such as game-based learning and other hands-on methods that involve learners with the material or subject matter can be adopted to encourage the active partici- pation of students. Since then, game-based educational activities have become an important strategy to improve students’ learning motivation and performance. Pontual Falcão, Mendes de Andrade e Peres, Sales de Morais, and da Silva Oliveira (2018) emphasized digital games as one of the most promising innovative teaching approaches currently available in education. The abovementioned studies indicate that digital games represent the current trend of innovative teaching. However, the DER proposed in this study is an innovative teaching approach different from regular digital games. First, DER uses the digital tool as a medium to present questions. Through tablet computers, teachers can conveniently pose questions, and students can be assigned tasks, find clues, and answer questions. Second, by using physical escape rooms and real games, DERs allow students to carry out scientific experiments related to the teaching context based on the subject of the course, thereby differing from simple game-playing and problem-solving on a computer. Third, DERs can enrich students’ learning process in embodied cognition and provide an immersive learning environment for students. In other words, the DER is an innovative teaching approach incorporating digital materials with reality. An escape room is an interactive game played by a team of people in which they are locked into a room and must collaborate to solve a series of puzzles to escape from the room within a set time limit. The escape room teaching game is a dynamic option for assessing theoretical and practical knowledge, and it may also promote teamwork and performance abilities (Gómez-Urquiza et al., 2019; Kinio et al., 2019). The DER teaching approach applies game-based learning though an escape room activity. It involves a learner-centered, problem- solving-oriented teaching design using digital teaching materials in which the DER is infused with teaching in the class. The principles of DERs are based on designing tasks for the escape rooms that are based on the course content to improve students’ learning performance; such tasks should generate a tense but exciting atmosphere and joy created by the confined space, time limit, and story design to motivate students to complete a series of tasks and solve problems. DER uses digital materials to overcome the limitations of traditional classroom teaching. During the problem-solving learning process, students cooperate with each other to find clues and solve problems. Through teamwork, they have more opportunities to learn problem-solving. The features of DER include the following. 1) Students receive information and answer questions on tablet computers, which makes the learning process more convenient. 2) The escape task from a closed space, which is arranged according to the course theme, can motivate students to solve problems. 3) Completing DER tasks within a time limit generates a certain level of pressure, which can stimulate students’ learning potential. 4) The experience of solving puzzles and escaping from the escape room through team cooperation can improve students’ problem-solving skills. Before the incorporation of an innovative strategy in the classroom, an introduction is clearly needed to increase students’ participation. In this study, the DER activity using digital materials was introduced into science teaching in an elementary school. For this activity, the students were guided by the teacher to find clues and information about the scenario as well as to complete the tasks at each course level on a tablet. This approach was designed to overcome the limits of using teaching media in a typical classroom environment. The proposed gamified innovative classroom approach, which merges DER games with classroom teaching, may prove to be an innovation that improves students’ potential. 1.2. DER and learning performance Many teaching innovations involving a move towards a learner-centered approach have been effective in promoting students’ 2

S.-Y. Huang, et al. Thinking Skills and Creativity 37 (2020) 100681 creativity, critical thinking, learning motivation, and problem-solving; they help students construct their own knowledge and have direct implications for learning development (Amponsah, Kwesi, & Ernest, 2019; Chan, 2016; Dearn, 2010; Liao, Chen, Chen, & Chang, 2018). Leite and Dourado (2013) believed that conceptualizing the process of science learning as a problem-solving process can foster students’ development of problem-solving skills in a science course. Consequently, the present research focuses on teaching innovations that simultaneously nurture students’ learning motivation and problem-solving ability in the DER classroom and promote their science learning performance with intensive activities aimed at strengthening their learning experience. The following section discusses the relationship between the teaching innovations of DER and learning performance in more detail. Moutinho, Torres, Fernandes, and Vasconcelos (2015) analyzed science teachers’ conceptions regarding science teaching through problem-solving-oriented methods by applying a semistructured interview. The teachers stressed that a problem-solving-oriented methodology that builds on problems to develop new knowledge can also be useful in helping students learn science. Solving problems requires a variety of skills, including explaining information, planning, checking results, and trying alternative strategies (Intaros et al., 2014). Problem-solving is a critical ability that learners must develop to face future challenges (Rovers, Clarebout, Savelberg, & van Merriënboer, 2018). To promote more effective learning, problem-solving-oriented methods could be important to enhance students’ use of problem-solving-ability strategies. The limited number of empirical studies investigating the effects of escape room activities on learning performance, learning motivation, and problem-solving have mostly found positive relationships. Escape room games are becoming more popular among education programs as a means of engaging students in their learning environment (Kinio et al., 2019). Wiemker et al. (2015) mentioned that at its core, an escape room puzzle uses a simple game loop: a challenge to overcome, a solution (possibly concealed), and a reward for overcoming the challenge; to complete the task and successfully escape the room, the players must identify a problem and solve it. Game-based learning has recently been validated for use in medical and pharmacy management courses (Brown et al., 2019; Cain, 2019; Gómez-Urquiza et al., 2019). For example, Brown et al. (2019) investigated the relationship between an escape room activity and clinical simulation learning. Their results showed that the escape game contributed to learning: nursing students applied con- cepts learned in class and analyzed patient data to obtain clues. In another study, Cain (2019) conducted the exploratory im- plementation of an escape room in a pharmacy management class. The findings revealed that student perceptions of the activity were generally positive and indicated that the students who participated in the escape room were more engaged in thinking about the problems and enjoyed the escape room more. In their descriptive study, Gómez-Urquiza et al., 2019 analyzed nursing students opinions and learning motivations after using a nursing escape room game. At the end of the course, the students reported that the escape room activity stimulated their learning and motivated them to study. Thus, when students participate in an escape room game activity aimed at promoting a learning experience, they are likely to engage in meaningful learning. The present study proposes that teaching innovations based on DER learning can be characterized by three dimensions: game-based learning, learner-centered, and problem-solving orientation. It is reasonable to assume that the en- hancement of students’ learning experience as a result of participation in DER learning will have a positive impact on their learning performance, learning motivation, and problem-solving ability. 1.3. The present study The above discussion shows that the use of escape rooms for educational purposes is an innovative teaching method with the potential to improve the students’ learning experience, motivation, and problem-solving abilities (Cain, 2019; Gómez-Urquiza et al., 2019). In recent research concerning the infusion of escape room activities into teaching, the study subjects were mostly young adults, such as nursing students, pharmacy students, and medical students (Brown et al., 2019; Cain, 2019; Kinio et al., 2019); such studies have rarely included elementary school students. In addition, teaching experiments in previous research involves only a single group of students without a comparison group, and as a result, it was impossible to implement comparisons for internal and external validity. Moreover, with regard to teaching materials, previous research used traditional teaching materials rather than high-tech digital materials. In previous studies, adults outperformed children in most experimental manipulations: the children performed more slowly and less accurately than the adults (Bauer, Martinez, Roe, & Church, 2017; Church, Bunge, Petersen, & Schlaggar, 2017). Compared with children, the age and cognitive flexibility of adult subjects are easier to manipulate in experiments. In DER activities, the ability for individuals to express themselves is very important because students cooperate with each other as a team through discussion and communication. Previous studies have shown that second and third graders are neither able to explain the deduction process clearly nor express themselves smoothly when sharing and presenting their ideas in science courses. This finding might be attributed to their immature cognitive development with respect to what is required for learning (Honig, 2009). Seah, 2016 assessed the ability of fourth-graders to understand and express concepts in science courses, and the results indicated that the fourth-graders were in a stage suitable for improving their abilities to carry out scientific observation, speculation, and ex- pression. In Taiwan’s elementary school system, the first and second grades are lower grades, the third and fourth grades are middle grades, and the fifth and sixth grades are higher grades. Regrouping classes of students regularly occurs every two grades. Yeh and Chang (2014) believed that the fourth-graders did not experience academic pressure and more easily adapted, whereas the regrouping of the fifth graders might affect both their ability to adapt and their learning performance. Considering the above factors, a quasi-experimental approach was applied to infuse DER into science teaching for fourth-graders in an elementary school. The experimental course was designed and manipulated according to the concept of game-based, learner- 3

S.-Y. Huang, et al. Thinking Skills and Creativity 37 (2020) 100681 centered, and problem-solving-oriented learning. After the course, the students’ learning performance, learning motivation, and problem-solving ability were evaluated to determine the effectiveness of the DER teaching approach. The proposed approach abandoned the traditional teaching mode and used a digital technology-aided approach through the use of tablets, which was designed to overcome the limitations of the classroom learning environment and bring convenience to educational practice. Due to the recent advent of the escape room, there is a paucity of published information on the value of such educational games for primary education and of their infusion into teaching. This study proposes to fill this knowledge gap and assess the impact of DER on intermediate primary grade students’ science learning, including learning performance, learning motivation, and problem-solving skills. Based on the above discussion, the research questions are as follows. (1) To what extent can a DER intervention affect students’ learning performance, learning motivation, and problem-solving ability in an intermediate primary grade science course? (2) What feedback do the students have about their learning process with DER, and what level of satisfaction do they report? 2. Methods 2.1. Participants The sample consisted of 40 Taiwanese students aged 10–11 years in an urban area of New Taipei City. Because the sample consisted of two intact classes, the experimental (20 students, 45 % male) and comparison groups (20 students, 50 % male) were balanced in terms of number and gender. DER was infused into science teaching for the experimental group, and the comparison group received direct teaching. The DER program consisted of a ten-week intervention with 40 min per class, three classes per week; a total of seven escape room activities were included during this period. The study was approved by the research ethics committee. All participants were informed of the study procedure and provided informed consent before the commencement of the study. 2.2. Materials The teaching materials for the experimental group were designed on the digital Holyo Platform based on the existing science textbook for fourth-graders, and the course levels were designed by teachers. The Holyo Platform was developed for teachers and students by Hong Ding Educational Technology. During the DER teaching activity in the science classes of the experimental group, various materials and strategies, including props, riddles, clues, crosswords, and puzzle challenges, were infused by gaming scenarios in which the students learned information and completed escape room tasks together through cooperation and group discussions. For the comparison group, the traditional direct teaching instruction approach was applied, and the study topics and content were chosen from the science textbook. The teachers explained the content and provided reading and video materials combined with question- and-answer activities as an extension of teaching at the end of each class session. To infuse DER into science teaching for the fourth- graders, the first step was to design the DER course on the Holyo Platform. The PowerPoint slides were designed and saved as image files, which were then uploaded onto the Holyo Platform. The completed DER materials were saved in a Quick Response (QR) code format, which the students could scan with their tablets (see Figs. 1–7), to provide an immersive personal experience in the DER gaming scenarios. The students’ classroom learning experience and learning performance during the educational DER activity were evaluated. 2.3. Design and procedure The study employed a pretest-posttest experimental design, which is a quasi-experimental methodology. The participants were divided into one experimental group and one comparison group. The experimental period was between the midterm and final exams of the semester; the science score on the midterm exam, taken before the science course was administered, was used as the pretest score, and the score on the final exam, which was administered after the students completed the course, was used as the posttest score. Before the intervention, the experimental group and comparison group teachers had each of their students complete the Learning Motivation Scale (LMS), the Test of Problem Solving (TPS), and the midterm exam. After the intervention, the posttest for both groups included the same two evaluations and final exam instruments that were applied in the pretest to measure the dependent variables following the intervention. During the 10 weeks of experimental classes, the students in the experimental group engaged in the science course infused with DER, while those in the comparison group were taught using the direct teaching instruction approach. To prepare for the DER activities before each class, the teacher prepared the tablets and set up the classroom. During class, the students were given in- formation regarding the DER game and its levels, including the tasks, the ways to obtain help, and the reward system. In the end, rewards were given to the students for the level they passed, their learning performance was assessed, and the learning content included in each level was explained. The instructional sequences of the experimental group and the comparison group are presented in Fig. 8. The DER science course consisted of 24 classes, each lasting 40 min, with three classes per week for ten weeks, and a total of seven escape room activities were applied during that period (Table 1). The instructional purpose of this learning activity was to reinforce science knowledge and learning experiences. The elements of the game included a mixture of digital device use and game-based riddles, clues, and puzzles. To participate in the game, the students were organized into groups of four to six and given 25 min to 4

S.-Y. Huang, et al. Thinking Skills and Creativity 37 (2020) 100681 Fig. 1. QR code for unit one preview course about water.a. Answer 1, 石頭粗細活性碳 (activated carbon) Answer 2, 水蒸氣雲 (Vapor) Answer 3, 蒸發 (evaporation) Answer 4, 大氣中的水 (moisture of the atmosphere) Answer 5, 522 Answer 6, 筆電袋 (Notebook bag) The QR code information and answer used in the research were in Chinese. Fig. 2. QR code for unit one Capillary Phenomenon.b. Answer 1, 毛細現象 (capillarity) Answer 2, 紙花 (Paper flowers) Answer 3, 日本 (Japan) Answer 4, 彩虹大橋 (Rainbow Bridge) Answer 5, 2413 Answer 6, 無 (No) The QR code information and answer used in the research were in Chinese. solve the puzzles presented in the classroom, find the exit key, and escape. The DER teaching plan for the science course included two units (Unit One, “The Phenomenon of Water”; and Unit Two, “The Phenomenon of Light”). Each unit included the concepts and DER tasks related to the different course themes (see Table 1). Taking the section “Capillary Phenomenon: Concept of the capillary phenomenon” in Unit One (“The Phenomenon of Water”) as an example, the students were challenged with DER tasks consisting of clues, water experiments, and general knowledge in the class. Table 2 presents the teaching plan for the section “Capillary Phenomenon: Concept of the capillary phenomenon” in Unit One (“The Phe- nomenon of Water”), which is used as an example to further demonstrate the activity schedule and teaching design of the DER- infused course. 5

S.-Y. Huang, et al. Thinking Skills and Creativity 37 (2020) 100681 Fig. 3. QR code for unit one Communicating Tubes.c. Answer 1, 7 Answer 2, 42 Answer 3, 742 Answer 4, D Answer 5, 連通管原理(communicating tubes principle) Answer 6, 鑰匙在掛歪的畫中 (The key is in the crooked off hanging picture) The QR code information and answer used in the research were in Chinese. Fig. 4. QR code for unit one The Siphon Effect.d. Answer 1, 虹吸原理 (The Siphon Effect) Answer 2, 魚缸(aquarium) Answer 3, 5 Answer 4, 4 Answer 5, 92 Answer 6, 5492 The QR code information and answer used in the research were in Chinese. The design procedure of the teaching plans included a preparation phase, development phase, and integrative phase (see Table 2). In the preparation phase, the teacher explained the plot of the game, ways to obtain help, and the reward system. In the development phase, the students conducted experiments (water experiments) using teaching materials to find clues to aid in the problem-solving. Finally, a comprehensive discussion and explanation of the course content was conducted in the integrative phase. 2.4. Instruments This study aimed to discern the effectiveness of DER activities in a science course for fourth-graders in an elementary school. A 6

S.-Y. Huang, et al. Thinking Skills and Creativity 37 (2020) 100681 Fig. 5. QR code for unit two Where is the light.e. Answer 1, 瓶蓋 (closure) Answer 2, 紅橙黃綠藍靛紫 (red–orange–yellow–green–blue–indigo–purple) Answer 3, 9 Answer 4, 3 Answer 5, 593 The QR code information and answer used in the research were in Chinese. Fig. 6. QR code for unit two Direction of the Flow of Light.f. Answer 1, 鏡子 (mirror) Answer 2, 達文西 (da Vinci) Answer 3, 903 Answer 4, 4783 Answer 5, 3 Answer 6, 左 (left) The QR code information and answer used in the research were in Chinese. previous study by Gómez-Urquiza et al., 2019 explored students’ knowledge learning, opinions, and learning motivations through nursing escape room games by using knowledge and learning motivation as important measurement variables. Additionally, Leite and Dourado (2013) proposed guiding students through how to perform science in science courses and emphasized that experimental activities in science can promote the development of students’ problem-solving ability, which they framed as being an important observational variable. In this study, the activities were designed to enhance the students’ interest in learning the knowledge needed to solve the DER puzzles, and the puzzle game motivated students to study the knowledge content in their science courses. In such a game-infused learning process, students constantly think about how to solve problems and clear levels in the game, and they must use their problem-solving skills to ultimately win the game. Based on teaching concepts and strategies of game-based, learner-centered, and problem-solving-oriented learning, this study focused on students’ learning performance, learning motivation, and development 7

S.-Y. Huang, et al. Thinking Skills and Creativity 37 (2020) 100681 Fig. 7. QR code for unit two World of Light.g . Answer 1, 34 Answer 2, 神秘箱子 (Mystery box) Answer 3, 紅橙黃綠藍靛紫 (red–orange–yellow–green–blue–indigo–purple) Answer 4, 大忠硬筆字 (Da, Zhong Ying, Bi, Zi) Answer 5, 17 The QR code information and answer used in the research were in Chinese. of problem-solving ability through experimental teaching. Therefore, the students’ scores on the midterm and final exams in the science course were used to evaluate their learning performance, and the LMS and TPS were used to evaluate the students’ learning motivation and problem-solving ability. In addition, the students were asked to complete a feedback form after the experiment. The four research tools are described below. 2.4.1. Science Learning Performance The students’ scores in the science course, which were summary evaluations, were used to evaluate their learning performance. The midterm and final exams were conducted before and after the experimental teaching period, respectively. First, the teacher prepared the exam questions based on the course content and arranged a midterm exam to evaluate the students’ learning perfor- mance for Unit One of the science course prior to the implementation of the experimental teaching project. After the completion of the project, the scores on the final exam were used to evaluate the students’ learning performance in Unit One and Unit Two of the science course. 2.4.2. Learning Motivation Scale (LMS) The LMS, which was established by (Liu, Huang, Su, Chen, & Wu, 2010)), serves as a good tool for evaluating learning motivation in students from the sixth grade of elementary school to the third year of middle school for related research and educational practice; it has been used in relevant research and by teachers. The LMS consists of four sections: value, expectations, affect, and executive volition. Completion of the entire 35-item scale requires approximately 20 min. The LMS has a reasonable coefficient of internal consistency (i.e., reliability; Cronbach’s α values ranging from 0.77 to 0.92). The test-retest reliability of the whole LMS is between 0.64 and 0.76, indicating that the scale has an acceptable stability. The criterion-related validity is between 0.43 and 0.78. The criterion-related validity seemed to be good when grades and self- and teacher-rated learning behavior performances were used as criteria. In this study, Cronbach’s α was 0.87. LMS is suitable for measuring the learning motivation of both elementary and middle school students. The scale is available in Chinese and is often used to measure the learning motivation of students in Taiwan. This scale has good reliability and validity. In this study, in order to understand the impact of DER activities on the learning motivation of participating students, LMS was used to measure students’ learning motivation. 2.4.3. Test of Problem Solving (TPS) The TPS, developed by Chan and Wu (2007), assesses the ability of students from fourth to seventh grades to solve problems involving daily life scenarios through creative thinking and inductive reasoning. The TPS includes six categories of 15 questions. It consists of three subtests that assess the ability to define causes and solve and prevent problems, with five questions in each subtest. Moreover, to evaluate the diversity of content and thoughtfulness manifested by a student when answering each question, two dimensions, the flexibility (the number of categories included in the answer) and effectiveness (how thoughtful the answer is) of the students’ problem-solving process, are evaluated. The total TPS score is the sum of the scores on all subtests. In this study, the Cronbach’s α coefficient for internal consistency was 0.91, and the Cronbach’s α values of all three subtests and both dimensions ranged from 0.77 to 0.85. The TPS had a validity and test-retest reliability of 0.93 and 0.86, respectively. In addition, the criterion- 8

S.-Y. Huang, et al. Thinking Skills and Creativity 37 (2020) 100681 Fig. 8. Instructional sequences of the experimental and comparison group classes. related validity coefficients, which were derived from calculations using final exam scores in Chinese, mathematics, science, and social studies of students in the fourth to sixth grades, have been shown to range from 0.40 to 0.68, demonstrating the satisfactory construct validity of the questionnaire used in the present study (Chan & Wu, 2007). In the current research, Cronbach’s α was 0.98. The TPS is designed to measure the problem-solving ability of elementary school students. The Chinese version of this scale, which has a good reliability and validity, is often used to measure the problem-solving ability of elementary school students in Taiwan. In this study, to investigate the learning process and problem-solving abilities, the TPS was used to measure the problem-solving performance of the students. 2.4.4. Feedback form This form was designed by the researchers of the present study to evaluate the students’ learning experience in the DER-based science class sessions. The students shared their experiences and feelings and expressed their opinions regarding DER by answering open-ended questions on the form, as follows: Regarding the DER-based learning experience, 1) How do you feel about this learning experience?; 2) How did it affect your motivation to learn science?; 3) How did it affect your interactions and relationships with your classmates?; 4) How did it affect your problem-solving ability?; and 5) What are your suggestions and feedback for this learning activity? The students’ descriptive answers helped the teachers understand what the students were thinking and feeling. All answers were provided in Chinese. 9

S.-Y. Huang, et al. Thinking Skills and Creativity 37 (2020) 100681 Table 1 Week DER task The DER science course teaching plan. One Two 1. Clues Concept Three 2. Water experiments Four 3. Collocation Unit One: Preview Course about Water: Five 4. Arithmetic The Phenomenon of Water Water filtration lesson, the changing states of water. Six 1. Clues Seven 2. Water experiments Capillary Phenomenon: Eight 3. General knowledge Concept of the capillary phenomenon. 1. Clues 2. Permutations Communicating Tubes: 3. Logical reasoning Concept of communicating tubes. 4. Water experiments 1. Clues The Siphon Effect: Concept of the siphon effect. 2. Matching 3. Water experiments Unit Two: Preview Course about Light: 4. Permutations The Phenomenon of Light Light lesson, illumination and light. 1. Review Unit One 2. Preview Unit Two Where Is the Light?: 3. Clues Concept of light, observing changes in light. 4. Water experiments 1. Clues Direction of the Flow of Light: 2. Matching Concept of bending light, concept of specular reflection. 3. Light experiments 1. Clues World of Light: 2. Puzzle Concept of shade. 3. Symmetry 4. Light experiments 1. Orientation 2. Matching 3. Coordinating 4. Light experiments 3. Results A nonequivalent comparison group pretest-posttest quasi-experimental design was applied in this study, and ANCOVA was conducted on the scores of the assessment. The pretest scores of the assessment were taken as the covariate, the posttest scores were used as the dependent variable, and the experimental and comparison groups were included as fixed factors. Prior to administering the one-way ANCOVA, Levene’s test was conducted to assess the homogeneity of variance for the two groups scores: the test of equal variance was found not to be significant (p > 0.05), thus confirming the appropriateness of the test parametric. 3.1. Quantitative analysis To compare the learning performance, learning motivation, and problem-solving ability between the experimental group and comparison group, ANCOVA was conducted, with the results presented in Tables 3–5. According to the descriptive statistics shown in Table 3, there was no statistically significant difference in science learning performance between the experimental and comparison groups (F (1, 37) = 1.00, p > 0.05). However, the experimental group had a higher total score for learning motivation than the comparison group (adjusted mean score of 136.39 versus 123.86). The ANCOVA results (Table 4) demonstrate that these differences were statistically significant, with a moderate effect size (F (1, 37) = 5.53, p = 0.024, η2 = 0.130). In addition, the “affect score” for learning motivation significantly differed between the two groups (F (1, 37) = 5.89, p = 0.020, η2 = 0.137), while no remarkable differences in the other scales were found. Table 5 presents the data regarding the problem-solving ability of the two groups of students before and after the teaching experiment. The average score of the experimental group was impacted by the DER-based teaching, with the posttest average score being higher in the experimental group than in the comparison group. Moreover, after controlling for the pretest scores, both groups’ performances differed significantly in terms of problem-solving ability for all dimensions, including overall performance (F (1, 37) = 12.12, p < 0.01), defining causes (F (1, 37) = 14.39, p = 0.001, η2 = 0.280), solving problems (F (1, 37) = 4.27, p = 0.046, η2 = 0.103), preventing problems (F (1, 37) = 4.43, p = 0.042, η2 = 0.107), flexibility (F (1, 37) = 8.76, p = 0.005, η2 = 0.191), and effectiveness (F (1, 37) = 10.74, p = 0.002, η2 = 0.225). 3.2. Qualitative analysis According to the responses on the feedback form, the students in the experimental group liked the course design and the teaching activities that infused digital materials into the course. They believed that they gained a large amount of scientific knowledge through 10

S.-Y. Huang, et al. Thinking Skills and Creativity 37 (2020) 100681 Table 2 Teaching Plans for the Capillary Phenomenon. Unit Unit One: The Phenomenon of Water Concept Capillary Phenomenon: Concept of the capillary phenomenon DER teaching strategies Design procedure DER activities Preparation phase DER rule introduction A. Creating a scenario where students can immerse 1. Teacher explains DER plot, ways for help, and reward system themselves Development phase (1) DER Plot: One day, Dr. Ali and Anan were supposed to meet at the Clues Capillary Lab, but Anan did not see Dr. Ali after he waited for a long B. DER materials for level clearance time; instead, he found a set of image codes on the wall. Did Anan have C. Encouragement Water experiments a way to solve the puzzle and find out where Dr. Ali was? Clues and water (2) Ways for help: Versatile card, Flattery card, and Cue card D. A specific order for problem-solving (3) Reward system: The group that solves the puzzles fastest can earn experiment three escape coins, two are given to the second-place team, and one is E. Receiving and responding to the tasks by using a given to the third-place team. The coins can be used as chips in the tablet computer Integrative phase final-term coin-pusher game. F. Finding the answer based on the clue in the video General knowledge (4) Instruction of the problem-solving order: The problem can only be (guess the scientific principle) solved following a specific order. 2. Teacher gives task packages and distributes tablet computers to each G. Finding clues using pictures in the classroom group. (teaching materials) (guess life application) DER-infused course Students are asked to scan the QR code with their tablet to start the H. Doing real experiments with teaching materials game, and they must escape from the room within 25 min. (observing the speed of water movement in different 1. Watching video to gain knowledge: The students scan the QR code materials) hidden in the classroom using their tablet to watch “What has the 1954 soil moisture movement experiment taught us?” Next, the students I. Finding logogriph clues in the experiment using answer the question: What is the main water phenomenon introduced teaching materials (solving logogriphs) in the video? Answer: Capillary Phenomenon. 2. Capillary phenomenon in daily life: Various pictures, such as J. Finding picture clues in the experiment using pictures of burning candles and alcohol lamps, are presented in the teaching materials (determining the national flag) classroom. Each group is asked to pick one picture. The group that has picked the picture with a paper flower on the back to indicate K. Finding color clues in the experiment using capillarity can proceed and search for further clues. teaching materials (making a guess based on color 3. Moving up of water: Following the experimental steps described in clues) the science textbook, four types of paper with different densities, including a napkin, toilet paper, newspaper, and printing paper, are L. Comprehensive discussion and explanation of the used for comparison. One end of each type of paper is submerged in course content colored water, while the other end is fixed. The students are asked to observe and compare the speed of water movement through different types of paper and input their findings on the tablet screen. 4. Discovering the number in the blooming flower: When the students find the paper flower and place it in a shallow plate filled with water, the clue hidden in the “stamens” of the flower will appear once the water moves into the paper flower through capillary action and makes it slowly “bloom.” Next, the students are asked to find a piece of napkin to dip in red ink at the site labeled with the number “1.” 5.Staining the flower: Following the instructions hidden in the paper flowers, the students drop a small drop of red ink onto the area labeled “1” on the folded napkin. The students are then asked which country’s national flag the stain looks like after the napkin is carefully unfolded. Answer: Japan. 6.The destination of the Rainbow Bridge: The toilet paper prepared in the task package is kneaded and twisted into strips and then dipped in variously colored water in different beakers to form a paper bridge. Due to capillary action, the paper strips are stained different colors and become rainbow-like. The students are asked the question about what they see. The answer is the “Rainbow Bridge,” suggesting that Dr. Ali is on the Rainbow Bridge in Japan. Now, the young detectives can go to the Rainbow Bridge to find Dr. Ali! Comprehensive discussion and explanation 1. At the end of the DER game, the teacher checks the escape progress of each group. 2. Each group is given an “escape success” or “escape failure” card and rewarded accordingly, and a group picture is taken. 3. After completing the DER activity, the teacher comprehensively discusses and explains the course content and concepts once again. the DER activities. One student wrote: “I think playing DER allows us to gain a lot of knowledge about the natural sciences and better understand the content of the course.” Through the materials, problem-solving clues, and film clips on the tablets provided by teachers, science learning became more interesting and challenging, prompting the students to concentrate on learning with 11

S.-Y. Huang, et al. Thinking Skills and Creativity 37 (2020) 100681 Table 3 Outcomes of ANCOVA for learning performance. n Pretest mean (SD) Posttest mean (SD) Adjusted mean df F p η2 EG 20 95.10 88.75 88.73 1 1.00 .323 .026 (4.48) (5.50) CG 20 90.75 87.15 87.18 (10.02) (8.72) Note: EG = Experimental group; CG = Comparison group. Table 4 Outcomes for learning motivation (ANCOVA). Group n Pretest mean (SD) Posttest mean (SD) Adjusted mean df F p η2 Value EG 20 29.10 29.40 29.60 1 1.65 .207 .043 (6.04) (5.32) 27.80 28.00 CG 20 29.85 (5.00) (3.72) Expectations EG 20 21.85 22.50 22.54 1 1.12 .296 .029 (3.54) (4.21) 21.26 21.30 CG 20 22.00 (4.56) (5.17) Affect EG 20 35.35 39.35 39.01 1 5.89* .020 .137 (9.59) (8.02) 32.74 32.40 CG 20 34.20 (10.58) (6.41) Executive volition section EG 20 43.75 45.80 45.17 1 2.55 .119 .064 CG (9.16) (8.53) 42.14 41.50 20 42.00 (9.13) (8.99) Total EG 20 130.05 137.05 136.39 1 5.53* .024 .130 (24.86) (21.80) 123.86 123.20 CG 20 128.05 (21.18) (15.68) Note: EG = Experimental group; CG = Comparison group. * p < 0.05. enjoyment. Regarding learning motivation, students who had previously had no interest in science became interested in learning science and liked science classes after participating in the DER activities. As one explained, “I didn’t have any confidence or interest in the science course, but the DER game our teacher designed is interesting and fun. Now I am confident and want to study hard.” On the problem-solving-ability section of the feedback form, the students’ responses showed that the DER teaching approach improved their ability to think, solve riddles, and learn new knowledge step by step, and it enhanced their problem-solving skills. They commented, “The DER activities allows us to solve puzzles step by step and think about how to solve problems” and “During the process, I needed to use my brain to figure out ways to solve puzzles. I feel that it has imperceptibly improved my thinking ability and problem-solving skills.” During the learning activities, the students were willing to try their best to solve problems. Their feedback indicated that the students in the experimental group appreciated the teachers’ efforts in designing the DER-based course, which made science classes more welcoming. One student wrote: “I would like to thank our teachers for arranging DER activities and games before class, which makes me look forward to attending science classes every week. I really appreciate their careful preparation.” In addition, some of the students gave suggestions for adjusting the difficulty level of the DER activity. Their comments included, “I think the course is well designed. I’m looking forward to taking science classes again. I suggest making DER games more difficult and stimulating” and “I don’t think there is any need to make the game more difficult. The difficulty level of the course is perfect.” The qualitative data above reveal that the students’ perceptions of DER were positive. The infusion of DER into traditional courses can improve students’ learning performance in science classes. All quantitative and qualitative data described above confirmed that the proposed DER teaching approach enhanced the fourth-graders’ interest in and motivation for science learning. It gave the students positive perceptions as it easily captured the students’ attention and improved their self-learning abilities. In addition, it intensified their learning motivation and problem-solving abilities. 12

S.-Y. Huang, et al. Thinking Skills and Creativity 37 (2020) 100681 Table 5 Outcomes for problem-solving ability (ANCOVA). Group n Pretest mean (SD) Posttest mean (SD) Adjusted mean df F p η2 Defining causes EG 20 23.70 29.85 27.80 1 14.39** 0.001 0.280 (6.67) (6.34) 23.90 23.85 CG 20 23.55 (9.52) (10.92) Solving problems EG 20 32.55 39.05 39.09 1 4.27* 0.046 0.103 (6.34) (6.17) 35.76 35.80 CG 20 32.65 (10.75) (10.78) Preventing problems EG 20 23.25 29.55 29.02 1 4.43* 0.042 0.107 CG (7.36) (7.92) 24.63 24.10 20 21.40 (7.85) (8.32) Flexibilities EG 20 19.85 23.90 23.80 1 8.76** 0.005 0.191 (4.17) (4.67) 21.10 21.00 CG 20 19.60 (6.30) (6.99) Effectiveness EG 20 39.80 50.65 50.13 1 10.74** 0.002 0.225 (8.56) (9.25) 42.27 41.75 CG 20 38.40 (13.60) (14.51) Total EG 20 79.50 98.45 97.69 1 12.12** 0.001 0.247 (16.54) (16.86) 84.56 83.80 CG 20 77.60 (26.08) (28.25) Note: EG = Experimental group; CG = Comparison group. * p < 0.05. ** p < 0.01. 4. Discussion Based on previous research, DER was infused into the fourth-grade science teaching of an elementary school to investigate DER’s effectiveness in improving learning performance, learning motivation, and problem-solving ability. The results showed that the learning motivation and problem-solving ability of the students in the experimental group exposed to DER differed from the control group, which was consistent with previous findings (Brown et al., 2019; Gómez-Urquiza et al., 2019). 4.1. Science learning performance There was no remarkable difference in science learning performance between the experimental and comparison groups. Both groups received instructional science teaching, but the innovative DER teaching method was introduced into teaching activities for the experimental group, and the DER game content was linked to the content in a science textbook. The fact that no difference was found in learning performance between the two groups may be informed by the work of (Hofstein, Navon, Kipnis, & Mamlok- Naaman, 2005), who divided thinking skills into two levels: low-level thinking focusing on knowledge and understanding and high- level thinking involving application, analysis, integration, and evaluation. In this study, a science test was used in assessing students’ learning performance in DER-based science courses. This test was a traditional test that focused on the low-level thinking reflective of knowledge and understanding. In DER-infused teaching, the development activities focus on the high-level thinking, i.e., application and analysis, while the comprehension activities focus on learning to combine and evaluate. DER activities might help students gain knowledge but take away from their time that would otherwise be used for memorization and interpretation. As a result, the two effects counteract each other, leading to a nonsignificant impact of DER on students’ learning performance. Sung (2017) believed that problem-solving ability has a nonsignificant influence on learning achievement and found that pro- blem-solving ability and learning achievement require different cognitive processes. Chang (1975) also stated that exam scores should not be the only indicator used to evaluate the effectiveness of an innovative teaching approach; instead, nonpedagogical factors should be taken into consideration. A number of previous studies have found that learner-centered interactive and game-based learning activities prompt learners to think and learn more efficiently. Parjanen and Hyypiä (2019) stated that through playing, it is possible to generate new ideas, learn, and gain new understanding. Sousa and Rocha believed that game-based teaching positively impacts the cognitive development of learners (Sousa & Rocha, 2019), which is in accord with the concept of a game-based learning approach proposed by Sung and Hwang 13

S.-Y. Huang, et al. Thinking Skills and Creativity 37 (2020) 100681 (2013). Studies conducted by (Tseng & Huang, 2019) and Khamparia and Pandey (2018) revealed that educational game-based teaching helps students enjoy learning via action, facts, logic, and decisions. In the present study, although no remarkable difference was found in learning performance, the students in the experimental group gained learning experience beyond what was tested on the exam. 4.2. Learning motivation Regarding the effect of DER-infused teaching on students’ learning motivation, the experimental group had a significantly higher “affect score” and total score in the posttest compared with the comparison group. This result suggests that DER-infused teaching can intensify the learning motivation of students and give them positive perceptions in terms of affect. Dina et al. (2016), Ersanli (2015), and Martin and Gueguen (2015) found that effective guidance during teaching has a positive effect on students’ learning motivation and goal orientation. However, the relatively short experimental duration limited this study's findings ; otherwise, the long-term experimental intervention of DER-based teaching would have led student performance in other dimensions of learning motivation to differ more significantly. The experimental group had a higher learning motivation score than the comparison group, indicating that the infusion of DER into science teaching can effectively enhance the overall learning motivation of students. This finding was consistent with the results of Gómez-Urquiza et al., 2019, who found that escape room activities infused into teaching intensified students’ learning motivation and teamwork in the course. Gómez-Urquiza et al. believed that the escape room is a useful type of game, as it stimulates learning, is fun to play, and motivates studying. Day-Black, Merrill, Konzelman, Williams, and Hart (2015) also claimed that innovative teaching- learning strategies can enhance learning motivation and thereby improve students’ learning experience. The present study proved that DER-based teaching can serve as an effective approach to positively affect students’ learning performance. 4.3. Problem-solving abilities The experimental group had a significantly higher score in problem-solving abilities than the comparison group. Through pro- viding problem-solving activities, DER-based science teaching was associated with increased problem-solving flexibility and effec- tiveness upon repeated practice and improvements in the students’ abilities to define causes and solve and prevent problems. The results were in accordance with the concept proposed by Brown et al. (2019) and Cain (2019), who stated that the use of escape room games for educational purposes is an innovative teaching method with the potential to improve the learning experience. They claimed that the use of escape room games for educational purposes is an engaging teaching strategy, as it provides students with opportunities to engage more in problem-solving processes. The discussion above shows that DER-based science teaching offers a positive means of helping students advance their problem-solving ability. The superior problem-solving ability of the experimental group demonstrated that the proposed teaching strategy could teach students to actively seek solutions to difficult problems they encounter and can therefore play an important practical role in students’ education—specifically, in improving their ability to cope with problems. This finding mirrors the views of Hung, Chang, and Lin (2016) and Mefoh, Nwoke, Chukwuorji, and Chijioke (2017). Problem-solving refers to cognitive processing aimed at determining how to achieve a goal, wherein people are required to understand a problem, apply their knowledge, and monitor their behavior to solve the issue. Through engaging in educational DER activities, students can acquire the knowledge and skills necessary to become better problem-solvers. These findings demonstrated that DER-based teaching can serve as an effective tool to improve students’ problem-solving ability. 4.4. Feedback from learners Similar to the results described in the preceding sections, the students had an overall positive experience with and positive feedback regarding DER-based teaching, and they actively engaged in the course. By combining teacher guidance and educational game activities, the DER-based teaching strategy enhanced the students’ learning motivation and problem-solving ability and en- riched their learning experience. The findings were in accordance with the perspective of Woods and Welch (2018), who stated that summative feedback and assessment throughout the semester can effectively improve the engagement and learning outcomes of the students in the class; moreover, based on such feedback, teachers can adjust their teaching methods and create a learner-centered learning environment. Lin, Wen, Jou, and Wu (2014) also believed that through reflection and internalization, students can learn new knowledge more efficiently, gain a deeper understanding, and perform better, which in turn enhances their learning motivation. During the experimental teaching project applied in the present study, the students in the experimental group made continuous progress in each class session, and they proactively shared their ideas and solutions to problems in class and gave feedback about their experience after class. Kong et al. asserted that teacher-student interactive teaching enhances students’ engagement in learning activities and improves their learning ability (Kong, 2015). The qualitative feedback confirmed the positive student perceptions regarding the DER-based teaching strategy in terms of its role in intensifying learning motivation, promoting teamwork, cultivating the habit of thinking, and improving problem-solving ability. Based on teacher observation and student self-reported feelings and experiences, it can be concluded that DER teaching resulted in a strong interest in science classes, high expectations, and satisfactory learning outcomes among the students in this study. In the future, the difficulty level of DER activities will be adjusted based on the students’ learning status to increase the students’ motivation to learn and willingness to challenge their executive volition when facing failure. 14

S.-Y. Huang, et al. Thinking Skills and Creativity 37 (2020) 100681 5. Limitations and directions for future research Although this study confirmed the effectiveness of the infusion of DER into science teaching, it also has some limitations. Here, the limitations are discussed and suggestions are provided, with the hope of providing some references for future research. First, because DER-related research is scarce, exploration and establishment of the class design, DER infusion, and introductory guidance require a large amount of time. Second, this study has a limited sample size. Following ethical requirements, informed consent was obtained from all participating students and approval was received for conducting the teaching project with an entire class as a unit. It was not easy to find ideal study subjects. Therefore, only two classes with 20 students each were included in this study. In the future, a larger number of students in different grades should be included for analysis, as learning outcomes might vary by grade. Third, many students suggested increasing the difficulty level of the educational DER game to make riddle-solving more challenging and stimulate students’ motivation. Therefore, future course designs should be adjusted according to the actual learning status and the level-passing rate of the students. Fourth, this teaching project lasted only 10 weeks, and changes in the students’ cognition, affect, and skills as a result of the learning experience might not emerge in such a short period of time. Therefore, a longer duration of experimental teaching should be considered in future research to comprehensively investigate the learning performance of students. Lastly, due to time limitations, this study only performed an immediate test on the learning performance but was unable to perform a delayed test. In future studies, a delayed test is recommended one month after the experiment ends to elucidate the difference in learning retention between the experimental and comparison groups. 6. Conclusions This study confirmed the effectiveness of a DER-infused teaching strategy for a fourth-grade science class, which is a very im- portant finding. To the authors' knowledge, no existing study has examined the use of an innovative DER-based teaching approach for science education in an elementary school, and this gap is now filled by the present study. Moreover, using a rigorous quasi- experimental approach, this study proved that the proposed teaching strategy could effectively drive differential effects on learning motivation and problem-solving abilities. This study developed a DER-based teaching approach that is effective and practical in positively affecting learning performance. As an important breakthrough in innovative teaching, this research can provide a reference to teachers for course and educational activity design and can encourage teachers to apply and extend the concept of an escape room in their teaching. In addition, this study once again verified that a game-based, learner-centered, problem-solving-oriented course design can stimulate students’ learning motivation and problem-solving ability by promoting student learning and thinking in science classes. DER provides an innovative learning process that encourages diverse thinking to develop an innovative teaching strategy that increases the interaction between teachers and learners. Hence, it is recommended that educational authorities read teaching plans and materials to understand the importance of teaching innovations and encourage teachers to share their ideas in developing educational activities suitable for student learning. In contexts in which educational personnel actively devote themselves to ped- agogical transformation, the teaching strategy proposed in this study can contribute significantly to educational practice and re- search. These findings hopefully help link DER and innovative teaching more closely to create a good learning atmosphere and an environment that facilitates diverse thinking. CRediT authorship contribution statement Shih-Yuan Huang: Conceptualization, Methodology, Software, Validation, Formal analysis, Resources, Data curation, Writing - original draft, Writing - review & editing, Project administration, Conceptualization, Methodology, Software, Validation, Formal analysis, Resources, Data curation, Writing - original draft, Writing - review & editing, Project administration. Yi-Han Kuo: Conceptualization, Software, Formal analysis, Investigation, Resources, Data curation, Writing - original draft, Visualization. Hsueh- Chih Chen: Conceptualization, Methodology, Validation, Resources, Writing - original draft, Writing - review & editing, Supervision, Project administration, Funding acquisition. Acknowledgements This work was financially supported by the grant MOST-108-2634-F-002-022 from Ministry of Science and Technology of Taiwan, MOST AI Biomedical Research Center, and the “Institute for Research Excellence in Learning Sciences” and “Chinese Language and Technology Center” of National Taiwan Normal University (NTNU) from The Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education (MOE) in Taiwan. References Amponsah, S., Kwesi, A. B., & Ernest, A. (2019). Lin’s creative pedagogy framework as a strategy for fostering creative learning in Ghanaian schools. Thinking Skills and Creativity, 31, 11–18. https://doi.org/10.1016/j.tsc.2018.09.002. Bauer, J. R., Martinez, J. E., Roe, M. A., & Church, J. A. (2017). 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SAKON NAKHON RAJABHAT UNIVERSITY FACULTY OF EDUCATION Impact of instruction with concept cartoons on students’ academic achievement in science lessons Muamber YILMAZ Presented by Group Miss Arthitaya Audarak Student ID : 61101208106 Miss Anchana Noipitak Student ID : 61101208107 Miss Sukitta Sonudom Student ID : 61101208119 Miss Wichida Soonjan Student ID : 61101208127 Offer to Dr. Adchara Chaisri Khureerung

SAKON NAKHON RAJABHAT UNIVERSITY FACULTY OF EDUCATION Impact of instruction with concept cartoons on students’ academic achievement in science lessons Muamber YILMAZ You're invited Speaker This seminar is scheduled on Miss Arthitaya Audarak March 15, 2022 Student ID : 61101208106 13.30 - 14.00 PM Miss Anchana Noipitak Student ID : 61101208107 Miss Sukitta Sonudom Student ID : 61101208119 Miss Wichida Soonjan Student ID : 61101208127 Contact : Department of Science Education Faculty of Education Sakon Nakhon Rajabhat University



Vol. 15(3), pp. 95-103, March, 2020 Educational Research and Reviews DOI: 10.5897/ERR2020.3916 Article Number: ACD69CA63219 ISSN: 1990-3839 Copyright ©2020 Author(s) retain the copyright of this article http://www.academicjournals.org/ERR Full Length Research Paper Impact of instruction with concept cartoons on students’ academic achievement in science lessons Muamber YILMAZ Department of Basic Education, Faculty of Education, Bartin University, Turkey. Received 30 January, 2020; Accepted 25 February, 2020 In this study, the impact of concept cartoons on students’ academic achievement in science lessons was investigated. The research was carried out in 2018-2019 spring term. The study group consisted of 49 4th grade students in Zonguldak Devrek Çaydeğirmeni TOKİ Primary School. 23 of the students were in the experimental group, and 26 of them were in the control group. Quasi-experimental design with pretest and posttest control group was employed in the study. The unit “The Earth Crust and Movements of The Earth” was taught with concept cartoons to the experimental group students, and with conventional method (current instructional program) to the control group students. The research lasted for 4 weeks. The students in the experimental and control groups received 12 h of education (3 h per week). Achievement test and concept cartoons were used as data collection tools. Arithmetic mean, standard deviation, normality test, KMO test and independent groups t-test were used for data analysis. A statistically significant difference was found between academic achievements of experimental group students on whom instruction was made with concept cartoons and of control group students on whom instruction was carried out with conventional method. The difference was in favor of the experimental group students. Key words: Science, concept cartoons, conventional method, academic achievement, experimental group, control group. INTRODUCTION The studies in the area of education and training have active in education. Reaching knowledge and constructing always tried to find answer to this question: How can it in mind have been missions of students whereas people learn better and more easily? While searching teachers have taken the role of guiding students. answer to this question, new instructional theories, approaches, methods and techniques were obtained. Constructivist approach was adopted while making Scientific knowledge obtained in the area of education is changes on Science curriculum in Turkey (MEB, 2005). a result of these studies. However, information about how According to constructivist approach, learning is shaped people can learn better has not been found yet. Final with regard to individual’s prior knowledge, his/her changes in curriculum have promoted students to be personal characteristics and learning environment (Özmen, 2004). Constructivist approach argues that E-mail: [email protected]. Tel: 0090 505 3196019. Author(s) agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License

96 Educ. Res. Rev. learning happens as a result of an active learning participation in science teaching should be used process which is constructed by an individual through (Köseoğlu and Kavak, 2001). Instruction aided with interpersonal variations and by interaction with physical concept cartoons improves students’ active participation phenomena (Watts, 1997; Spigner-Littles and Anderson, in the teaching process. Concept cartoons were 1999). Constructivist approach suggests that learning is a developed by Brenda Keogh and Stuart Naylor in 1992. process that includes association of prior and new They were created to meet in-service teachers’ needs of knowledge of an individual (Liang and Gabel, 2005). finding new instructional methods in science education Activities in which students are required to be active have (Van der Mark, 2011). Concept cartoons are visual tools gained importance with the changes in the curriculum which tell a scientific event with cartoons and give (Gürol, 2003). In this context, learning environment in different points of view (Coll, 2005; Stephenson and which students are included and instructional methods Warwick, 2002; Naylor et al., 2001; Keogh and Naylor, and techniques are pretty important in increasing quality 2000). Concept cartoons are drawings which consist of (Hançer et al., 2003). written texts in visual or oral forms and express daily life events in cartoon-shape (Keogh et al., 1998; Keogh and Although a constructivist approach has been adopted in Naylor, 1999). Each concept cartoon shows a group of the science curriculum, the lessons are still taught using children in a speech bubble based on daily life and traditional methods.This situation adversely affects the children express different opinions on a topic. The students' active participation in the lesson.However, the alternatives shown in speech bubbles are based on real constructivist approach requires methods and techniques events, classroom scenarios, common thoughts or that ensure the active participation of the students in the misconceptions (Samkova and Hospesova, 2016). lesson and supports individual differences. From this Concept cartoons are really effective on visualization of perspective methods and techniques are needed ın the topics, active participation of students and justification of Science lesson to ensure the active participation of the ideas (Morris et al., 2007). Concept cartoons encourage students in lesson. Teaching methods and techniques students to search and help them see scientific truths used in teaching process have great importance in while searching (Kabapınar, 2009; Keogh and Naylor, students’ active participation in classes, in focusing their 2000). Different ways of thinking with concept cartoons attention to classes, in their producing original ideas, in are conveyed to students through visual tools; their improving creativity skills, in their assessing course misconceptions of students who have similar ideas are contents, briefly, in enabling permanent learning. In this revealed, and reasons of these misconceptions are regard, it can be suggested that instruction with concept discussed in the classroom. The fact that concept cartoons is effective in teaching process. Concept is a cartoons include visual elements related to the subject to general name of an object or thought in mind. Concept be taught raises students’ attention in the subject and refers to the word based on information obtained about provides students’ learning with fun (Balım et al., 2008). an object or a topic. Learning concepts accurately Concept cartoon teaching strategy has the potential to facilitate reaching information about concepts; however, increase creativity and innovation as well as students’ learning them inaccurately may cause misconceptions. interest in understanding concepts. It is considered as a method that encourages students to continue exploring Misconceptions are information that hinder teaching issues raised and seeking solutions (Jamal et al., 2019). concepts that happen as a result of individual Concept cartoons have a positive effect on students' experiences and that are scientifically verified (Çakır and critical thinking skills (Demirci and Özyurek, 2017; Yin Yürük, 1999). Another description identifies them as and Fitzgerald, 2017). Concept cartoons are suggested behaviors that occur in consequence of students’ false as teaching materials to be used in science education beliefs and experiences (Baki, 1999). Students’ learning with respect to the fact that they create learning concepts about content of science lessons is important in environment suitable for constructivist approach and terms of course learning outcomes. A concept which is overcome problems to be experienced in teaching learnt inaccurately or incompletely can lead to process (Keogh and Naylor, 1997; Keogh et al., 1998; misconceptions. Naylor and McMudro, 1990). Using concept cartoons in classroom settings help students discuss their opinions in True learning becomes quite difficult after mislearning. classrooms, question their knowledge and make Therefore, while teachers teach a new concept, they arrangements in their cognitive structures (Evrekli, 2010). should arrange teaching process efficiently (Yürümezoğlu Concept cartoons can be used for improving conceptual et al., 2009). When misconceptions are analyzed, it can understandings of the students and for revealing their be seen that meanings of these concepts are pretty misconceptions (Stephenson and Warwick, 2002). different from their real meanings. These mislearned Concept cartoons arouse curiosity in young students and concepts affect students’ true learning negatively and develop their investigation and questioning skills (Long decrease their academic achievement (Driver and and Marson, 2003). Additionally, concept cartoons are Easley, 1978; as cited by Yağbasan and Gülçiçek, 2003). assistant tools used in attracting students’ attention to Students’ active participation in classes is crucial in terms of true and sustainable learning. Learning approaches that enable students’ active

Yilmaz 97 classes and improving their interest in them (Roesky and collection tools in the research. These data collection instruments Kennepohl, 2008). The cartoon concept has succeeded were developed by the researcher. Information regarding in showing its importance in modern teaching and development of these tools is listed by titles below. learning strategies (Koutnikova, 2017). Hence, impact of concept cartoons on academic achievement of primary Development of test questions school 4th grade students in the unit “The Earth Crust and Movements of The Earth” in science lesson was The test developed by the researcher consisted of 33 items about a investigated. unit in science lesson which was “The Earth Crust and Movements of The Earth”. Subject area experts were consulted in confirming Aim of the research items’ suitability to the students’ levels, their being clear - understandable and their content validity. Aim of the research was to analyze effects of instruction with concept cartoons on students’ academic This test which included 33 items was applied as a pilot study on achievement in the unit of “The Earth Crust and 100 4th grade students in a different school from the school where Movements of The Earth” in primary school 4th grade the research was conducted. The reason of choosing 4th graders science lesson. Answers for the following questions were was that they had studied this subject previously. Afterwards, searched to achieve this aim: validity and reliability process of the study were carried out, and factor analysis was made. Before the factor analysis, 1. Are there any significant differences between pretest appropriateness of the data for factor analysis was tested via scores of the experimental group students on whom Kaiser-Meyer-Olkin (KMO) test. KMO value of the 33 items was instruction was carried out with concept cartoons and of found as 0.75. Minimum KMO value required for factor analysis is the control group students on whom instruction was suggested as 0.50 (Sharma, 1996; as cited by Eroğlu, 2008). The made with conventional method (instruction based on KMO value obtained was found higher than the suggested value. current curriculum) in the unit of “The Earth Crust and This showed that the data were suitable for factor analysis. 13 Movements of The Earth” in primary school 4th grade items were removed from the test since their eigenvalues were science lesson? beneath 0.45. The rest 20 items were included in the final form of 2. Are there any significant differences between posttest the test. Cronbach-Alpha reliability coefficient of the test with 20 scores of the experimental group students and of the items was found as 0.84. The final form of the achievement test control group students in the unit of “The Earth Crust and was applied to 49 4th grade students before and after the Movements of The Earth” in primary school 4th grade intervention. science lesson? Creation of concept cartoons MATERIALS AND METHODS The concept cartoons were prepared in relation with the unit “The Model of the research Earth Crust and Movements of The Earth” in the 4th grade Science lesson. The concept cartoons were developed regarding students’ Quasi-experimental design with pretest and posttest control group misconceptions about “The Earth Crust and Movements of The was employed in the study. This design provides great statistical Earth” unit in primary school 4th grade science lesson. With this aim, potential to the researcher about testing the effect of intervention on the misconceptions that the students mostly did were determined dependent variable, and helps interpretation of findings obtained by analyzing the studies carried out on this topic. 12 concept within the context of cause and effect (Büyüköztürk, 2011). cartoons were developed by considering the misconceptions determined and by using ToonDoo cartoon tool. For suitability of Study group the concept cartoons to the students’ levels, academic staff working in this area and teachers of science, of class, of visual arts and of The study group of the research was created via convenient information technologies were asked to get their opinions. The sampling in line with the aim of the study. Convenient sampling is students in the experimental group were given training with the described as a suitable method to fasten and ease research when concept cartoons developed during 12 h (3 h a week) for four there are problems related to time and expense, and it is a weeks. sampling method in which people close and convenient to the researcher are selected (Yıldırım and Şimşek, 2003). Data collection The study group consisted of 4th grade students studying at The data were obtained from the scores the students received from Zonguldak Devrek Çaydeğirmeni TOKİ Primary School in the pretest and posttest. The data collection was performed in 3 steps: second semester of 2018-2019 academic year. 49 students, 23 of whom were appointed to the experimental group and 26 of whom Obtaining pretest scores were appointed to the control group, were included in the study. In the beginning of the study, the test with 20 items developed by Process the researcher about the unit “The Earth Crust and Movements of The Earth” in primary school 4th grade science lesson was Data collection tools implemented on the students in the experimental and control groups. Pretest scores were determined as a result of the answers Achievement test and concept cartoons were used as data that the students gave. Implementation of the research Two weeks of the research was spent for the assessment of pretest