Developing 21st Century Chemistry Learning through Designing Digital Games

Year 2018, Volume: 4 Issue: 1, 81 - 92, 31.01.2018

Ah-Nam Lay Kamisah Osman

Abstract

The purpose of this study is to investigate the effect of Malaysian Kimia (Chemistry) Digital Games
(MyKimDG) module on students’ achievement and motivation in chemistry as well
as 21^st century skills. Chemistry education in Malaysia should put greater emphasis on combination of
cognitive, sociocultural and motivational aspects to ensure that students are
well-equipped with knowledge, skills and values relevant to the new global
economy. Previous studies have reported that digital game-based learning (DGBL)
provides opportunities for increasing students’ motivation in learning while
enhancing their academic achievement and 21st century skills. Based on the DGBL
approach as well as constructivist-constructionist learning theories, MyKimDG was developed as a
mechanism for achieving the desired goals. In this study,
students were provided opportunities to take on the role of game designers,
developing digital games while learning chemistry. This study employed
quasi-experimental with non-equivalent control group pretest-posttest control
group design. Subjects were composed of 138 secondary students. Results showed that the
treatment group outperformed the control group in the chemistry achievement test. In
addition, students’ self-efficacy and high productivity scores
improved significantly between pretest and posttest
for treatment group. The findings imply that the inclusion of student as game designer
approach in chemistry learning is able to help students
develop an in-depth knowledge on chemistry and foster their 21^st
century skills as well as increase students’ motivation in chemistry.

Keywords

Chemistry learning, Constructionism, Digital game-based learning, Learning through designing

References

• Lay, A.-N. & Osman, K. (2018). Developing 21st century chemistry learning through designing digital games. Journal of Education in Science, Environment and Health (JESEH), 4(1), 81-92.