Investigating the impact of collaborative and individual educational games on eighth-grade Iranian students’ learning in chemistry: A quasi-experimental study

Background and Objective: Learning chemistry at the secondary level is often challenging for students due to the abstract and multi-representational nature of its concepts. Conventional teaching methods frequently lead to superficial learning and diminished motivation. Consequently, active instructional strategies, including game-based learning, have attracted growing scholarly attention. This study examined the impact of educational games on the understanding of chemistry concepts among eighth-grade female students. Methods: Using a quasi-experimental pretest–posttest control group design, ۴۱ students were randomly assigned to either a control group (n = ۲۳) or an experimental group (n = ۱۸). The experimental group participated in six ۹۰-minute sessions involving both collaborative and individual games, while the control group received traditional instruction. Data were collected through a researcher-developed achievement test and students’ reflective notes. Findings: Analysis of covariance indicated that game-based learning significantly enhanced students’ conceptual understanding (F (۱,۳۹) = ۴۰.۳۵, p < ۰.۰۰۱, η² = ۰.۵۲). Moreover, collaborative games yielded more significant effects on learning (η² = ۰.۷۲) than individual games (η² = ۰.۲۳). Qualitative analysis of students’ reflections revealed that collaborative games promoted social interaction, teamwork, and collective learning, whereas individual games strengthened autonomy, self-regulation, and focused engagement. Conclusion: These findings suggest that game-based instruction—particularly collaborative formats—can enhance both motivation and the depth of students’ learning in chemistry.

کلیدواژه ها:

game-based learning ، Chemistry Education ، Collaborative Learning ، Individual learning ، Secondary education