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Development and Acceptability of Gamified Modules on Organic Compounds for Senior High School Students

John Louise B. Emlano*, Angelo Mark P. Walag

Department of Science Education, University of Science and Technology of Southern Philippines, Cagayan de Oro City, 9000 Philippines

Abstract: The development of learning material to supplement textbooks in the teaching and learning process is essential. Gamification in modules can enhance learner engagement, motivation, and retention by tapping into the inherent enjoyment and sense of accomplishment associated with game-like experiences. This study aimed to design, develop, and evaluate the gamified module in organic compounds as a supplementary learning material in organic compounds. The researcher made evaluation tool adapted from the learning resource evaluation tool from the Department of Education was used to evaluate the developed gamified module in terms of learning activity, goal specificity and difficulty, instructional design, higher order thinking skill, relevance and usability, and content. Results revealed that the over-all mean score for the learning activity is 4.56, 4.58 for the goal specificity and difficulty, 4.59 for the instructional design, 4.70 for higher order thinking skills, 4.53 for relevance and usability, and 4.68 for the content. This concludes that the ratings of the developed lessons are excellent and can be interpreted as acceptable. This means that the developed gamified module is free from conceptual, factual, and grammatical errors hence suitable to be utilized as a supplementary material in teaching organic compounds. Educators may utilize the developed gamified module in organic compounds be used as a supplementary learning material in grade 12 science classes.

Keywords: acceptability, chemistry lessons, gamified module, game-based learning, organic compounds

Received May 19, 2023; Revised July 01, 2023; Accepted July 12, 2023

Citation: John Louise B. Emlano, Angelo Mark P. Walag, Development and Acceptability of Gamified Modules on Organic Compounds for Senior High School Students. Journal of Innovations in Teaching and Learning, 3 (1). 23-27. January 2023. doi:10.12691/jitl-3-1-5

1. Introduction

The topic about organic chemistry in the senior high school curriculum is quite challenging. [1] stated that teaching organic chemistry has always been in crisis and that students have been saying that organic chemistry is difficult for a long time. Organic chemistry constitutes just about 20% of the general chemistry 1 subject. Though small, it is important for the SHS students to study organic chemistry, good understanding of organic chemistry helps the students to see chemistry in food, medicine, detergents, etc. [2]. Organic chemistry is also a pre-requisite for studying medicine, biochemistry, nutrition, and pharmacy. Those who train to become teachers cannot do without organic chemistry either. They are required to study organic chemistry so that will effectively educate students to understand organic chemistry. Unfortunately, organic chemistry is one of the most difficult sections in the SHS General Chemistry syllabus.

Ever since its advent, gamification has sparked controversy between game designers, user experience designers, game theorists and researchers in human-computer interaction [3]. Gamification in education pertains to the introduction and incorporation of game designs as well as game scenarios in the learning process [4]. It has been adopted to support learning in a variety of contexts and subject areas and to address related attitudes, activities, and behaviors, such as participatory approaches, collaboration, self-guided study, completion of assignments, making assessments easier and more effective, integration of exploratory approaches to learning, and strengthening student creativity and retention. [5] seconded that the rationality at the basis of gamifying learning is that adding elements, such as those found in games to learning activities will create immersion in a way similar to what happens in games. [6] emphasized that by incorporating game mechanics in the design of a learning process, we can engage learners in a productive learning experience, and more generally, change their behavior in a desirable way.

The past decade has seen a notable shift from teacher-centered pedagogy to a learner-centered method in science education research, and game-based learning has appeared as one of the most beneficial instructional methods because it gives emphasis to “hands-on” and “minds-on” activities in science classrooms [7]. Moreover, the same authors even emphasized that game-based learning constitutes a hot issue in the related scientific literature since it promotes learning entertainingly and fosters student motivation to increase engagement in the educational process.

In the context of students, gamification has shown positive effects on various aspects of their learning experience. It increases student motivation, engagement, and enjoyment, leading to improved learning outcomes. With game-based elements like points, badges, leaderboards, and rewards, gamification promotes a sense of achievement and competitiveness among students [8]. [9] added that gamification in modules fosters active participation, collaboration, and problem-solving skills. According to [10] gamified learning environments provide immediate feedback, allowing students to track their progress and make informed decisions. Moreover, [11] emphasized that gamification has been found to promote creativity, critical thinking, and persistence. However, [12] highlighted that it is essential to design gamified experiences that align with educational goals and cater to diverse student needs.

With the prevailing pandemic, there has been a gap and increased difficulty among senior high school students pertaining to the topic of organic chemistry. The increasing mindset of difficulty greatly affects the motivations of the students to learn the topics in organic chemistry. The researcher would like to solve this gap by introducing modules incorporated with gamification approach.

2. Methodology

This study utilized design and development research and quantitative – descriptive research design aimed to produce gamified module in organic compounds for senior high school students. The resulting product is then evaluated for its acceptability based on learning activity, goal specificity and difficulty, instructional design, higher order thinking skill, relevance and usability, and content of information adapted from the Department’s Learning Resources Management and Development System (LRMDS) rating sheet of Education [14]. The stages of developing the lessons and games integrated within the module is shown in Figure 1.

Figure 1. The research stage in the development of the lessons

This study started with reviewing the General chemistry Most Essential Learning Competencies (MELCS) and drafting the parts of the lessons that were incorporated in the gamified module.

Three major lessons were used in the gamified modules, which covered concepts on organic compounds, organic reactions, and preparations of organic compounds. The lessons developed were integrated with games that promote student motivation, engagement, and enjoyment, leading to improved learning outcomes. These game activities were inserted in the gamified module, and instructions, scoring, badge system, and point system regarding the games were provided. Below is a sample of the developed gamified module and its different parts.

Figure 2. Cover page of the gamified module in organic compounds

Figure 3. Page excerpt General Chemistry 1 showing games present in the gamified module.

Figure 4. Page excerpt General Chemistry 1 Gamified Module

Figure 5. Page excerpt gamified self- learning module showing the instructions for the game features and assessment part

Figure 6. Page excerpt incorporating higher order thinking skills to the gamified module

Figure 7. A page excerpt showing relevance and usability of gamified module

The gamified modules were shown to instruction and curriculum experts and science teachers for learning activity, goal specificity and difficulty, instructional design, higher order thinking skills, relevance and usability, and content. Then, further revisions were done based on the comments and suggestions of the chosen experts to improve the lessons. The revised gamified modules were shown to chemistry teachers of Balulang National High School. Below is the scoring procedure for the acceptability evaluation.

Table 1. Scoring Procedure for the Acceptability Evaluation

3. Results and Discussion

The developed gamified module has the essential features which are the learning activity, goal specificity and difficulty, instructional design, higher order thinking skills, relevance and usability, and content. The gamified modules in organic compounds were carefully examined and evaluated by curriculum and instruction and science experts for their acceptability and are summarized in Table 2. As shown from the table, the overall mean for the learning activity was 4.56, which can be interpreted as excellent. This means that the gamified modules were acceptable and met the descriptors indicated in the Learning Resources Management and Development System (LRMDS) rating sheet of the Department of Education [13]. This excellent rating could also be due to games incorporated in the module, which are anchored to the Minimum Essential Learning Competencies (MELCs) of the Department of Education [16].

Table 2. Summary of Science Teacher’s Evaluation of the Learning Activity of the Gamified Module

Shown in Table 3 is the summary of the science teacher’s rating on the 2 factors under goal specificity and difficulty. The overall mean of the goal specificity and difficulty is Excellent, having (M = 4.58, SD = 0.39) This indicates that the gamified module provides clear direction and focus for learners, guiding their efforts and promoting a sense of achievement. Additionally, challenging goals that match the learners’ skill level can enhance motivation and foster a state of flow, where learners are fully immersed and engaged in the activity [12].

Table 3. Summary of Science Teacher’s Evaluation of the Goal Specificity and Difficulty of the Gamified Module

Table 4 reflects the summary of the science teacher’s rating on the 4 factors under instructional design. The overall mean of the instructional design is Excellent, having (M = 4.59, SD = 0.15) This indicates that the gamified module plays a crucial role in creating effective and engaging learning experiences. This is analogous with the description of [14] that the key considerations include clear learning objectives, meaningful feedback, scaffolding, and opportunities for reflection.

Table 4. Summary of Science Teacher’s Evaluation of the Instructional Design of the Gamified Module

Depicted in Table 5 is the summary of the science teacher’s rating on the 6 factors under higher order thinking skills. The overall mean of the higher order thinking skills is Excellent, having (M = 4.73, SD = 0.18) This indicates that the gamified module offers valuable opportunities to develop and enhance higher-order thinking skills in learners. By incorporating challenges, problem-solving tasks, and critical thinking activities, these modules promote skills such as analysis, synthesis, evaluation, and creativity. Learners are encouraged to think critically, make decisions, and apply their knowledge in meaningful ways within the game context [15]. Methods showed that they might increase students’ motivation and learning in the context of higher education and it is an approach that enhances students’ understanding of science subjects.

Table 5. Summary of Science Teacher’s Evaluation of the Higher Order Thinking Skills of the gamified module

Indicated in Table 6 is the summary of the science teacher’s rating on the 4 factors under relevance and usability. The overall mean of the higher order thinking skills is Excellent, having (M = 4.53, SD = 0.26) This indicates that the gamified module ensures that the activities and challenges are meaningful and applicable to the desired outcomes. Additionally, this is in accordance with [11] that by prioritizing relevance and usability, learners are more likely to perceive the gamified module as valuable, enjoyable, and engaging, which can enhance their motivation and learning outcomes.

Table 6. Summary of Science Teacher’s Evaluation of the Relevance and Usability of the Gamified Module

Shown in Table 7 is the summary of the science teacher’s rating on the 5 factors under content. The overall mean of the higher order thinking skills is Excellent, having (M = 4.68, SD = 0.20) This indicates that the gamified module is aligned with learning objectives, provide relevant and meaningful information, and promote engagement. Furthermore, the content is presented in a structured and organized manner, allowing learners to progress through the game with a clear understanding of the concepts and knowledge being conveyed. Additionally, the content is appropriately challenging, providing opportunities for problem-solving, critical thinking, and skill development. Research supports the importance of well-designed content in gamified modules for enhancing learning outcomes and engagement [11].

Table 7. Summary of Science Teacher’s Evaluation of the Content of the Gamified Module

4. Concluding Statements

The evaluation of the developed gamified module by the science teachers based on the 6 criteria, learning activity, goal specificity and difficulty, instructional design, higher order thinking skill, relevance and usability, and content were all rated excellent. This means that the developed gamified module complied with all the standards and is free from conceptual, factual, and grammatical errors hence it is suitable as supplementary material in organic compounds. The findings of the study showed that the design of a gamified module in organic compounds can be used as a supplementary learning material for the students. This means the gamified modules can be utilized in private and public secondary schools, specifically in grade 12 general chemistry classes.

References

[1]   | Halford, B. (2016). Is there a crisis in organic chemistry education? Teachers say yes but most of the problems aren’t new. Chemical and Engineering News, 94(13), 24-25.
[2]   | Walag AMP, Fajardo MTM, Guimary FM, Bacarrisas PG. Science Teachers’ Self-Efficacy in Teaching Different K to 12 Science Subjects: The Case of Cagayan de Oro City, Philippines. Sci Int 2020; 32: 587-92.
[3]   | Mahnič, N. (2014). Gamification of politics: start a new game! Teorija in Praksa, 51(1), 143–161
[4]   | Broer, J. (2014). Gamification and the trough of disillusionment. In A. Butz, M. Koch, & J. Schlichter (Eds.), Mensch & Computer 2014 - Workshopband (pp. 389–395). Berlin: De Gruyter Oldenbourg.Return to ref 2014 in article.
[5]   | Caponetto, I., Earp, J., & Ott, M. (2014). Gamification and education: a literature review. In 8th European Conference on Games Based Learning (pp. 50–57). Germany: ECGBL. ISBN 978-1-910309-55-1.
[6]   | Holman, C., Aguilar, S., & Fishman, B. (2013). GradeCraft: what can we learn from a game-inspired learning management system? Third International Conference on Learning Analytics and Knowledge, 2013, (pp. 260–264). New York, NY: ACM.
[7]   | E. Byusa, E. Kampire, A.R. Mwesigye. Analysis of teaching techniques and scheme of work in teaching chemistry in Rwandan secondary schools.Eurasia J. Math. Sci. Technol. Educ., 16 (6) (2020), pp. 1-9
[8]   | Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. John Wiley & Sons.
[9]   | Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of Human-Computer Studies, 74, 14-31.
[10]   | Vargas, P. A., & Lopes, H. S. (2019). Effects of gamification on motivation and engagement: A systematic review. Journal of Computer Assisted Learning, 35(3), 252-273.
[11]   | Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Educational Technology & Society, 18(3), 75-88.
[12]   | Landers, R. N., & Landers, A. K. (2014). An empirical test of the theory of gamified learning: The effect of leaderboards on time-on-task and academic performance. Simulation & Gaming, 45(6), 769-785.
[13]   | Department of Education, “Guidelines and processes for LRMDS assessment and evaluation,” no. March, 2009.
[14]   | Gee, J. P. (2007). Good video games and good learning: Collected essays on video games, learning, and literacy. Peter Lang Publishing.
[15]   | Zhang, Z. (2015). Gamification of online learning experiences: Practical implications and outcomes. International Review of Research in Open and Distributed Learning, 16(2), 329-359.
[16]   | DepEd, “Most Essential Learning Competencies (MELCs)”, 2022.