Gamification and case study for active learning of Chemistry in regular High School and Adult Education (EJA)

Abstract

In the technology era, the challenge in classrooms to achieve student engagement in chemistry teaching is growing every day. Active methodologies integrated with Information and Communication Technologies (ICTs) have been studied and improved, allowing for the stimulation of student autonomy and participation. Recent studies reveal that gamification has yielded significant results in learning aligned with relevant theoretical frameworks. To qualitatively assess significant learning response in high school and EJA chemistry teaching through active methodologies. The gamification approach in high school, focusing on chemical equilibrium content, was implemented using a quiz on the KAHOOT platform. In Adult Education, the active methodology employed was a case study on organic functions content, involving the demonstration of physical-chemical parameter analysis experiments on regional water. Investigation of pedagogical practices exploring challenges and potentials of Active Methodologies was conducted. Qualitative data were collected through observation, questionnaires, experiments, and interviews. Through statistical data collection, analysis of focus group results, and observation of gamification activities in high school and case studies in EJA, we discussed the effectiveness of these approaches in chemistry teaching. Strategies that elicited student interest, promoted active participation, and facilitated content comprehension were identified, providing insights to enhance pedagogical practices. KAHOOT quiz results showed varied performance among classes, highlighting the utility of gamification. Case study results in EJA revealed a positive impact of activities on inorganic functions, promoting deep understanding and awareness of the importance of water treatment. By incorporating gamification and case studies into chemistry teaching, we observed positive results, with students demonstrating interest in learning due to the differentiated approach, facilitating the learning process, and making it more enjoyable and spontaneous. These findings confirm that these methodologies fostered greater interaction among students during chemistry teaching.