@conference{
author = "Milanović, Vesna D. and Trivić, Dragica and Stojanovska, Marina",
year = "2019",
abstract = "Game-based learning [1,2] can be introduced in schools to support the learning experience, thus
helping students to connect the previous knowledge and the one learned from the game. Games
are fun, engaging and motivating, and if they incorporate chemistry content, they could be a powerful pedagogical tool with a great educational value. Well-designed educational games develop creative thinking, inquiring and problem-solving skills, higher-level thinking skills, collaborative or cooperative learning, self-confidence and decision making [3]. They encourage discussion among students, but also with the teacher, which is a crucial part in developing thinking, clarification and correction of potential misunderstandings and misconceptions.
The escape room method [4,5] has become a very popular innovative method to the chemistry
teaching. Motivated by the International Year of Periodic Table [6], we created and performed
several escape rooms related to the Periodic Table concepts in North Macedonia and Serbia [7,8].
Namely, we introduced educational games and puzzles among chemistry teachers within the
programme for their continuing professional development in two countries. The escape room
included five puzzles: Coded Message, Hidden Words, Improvised Chemistry Competition, Cool
Chemistry Coffee Receipt and The Queen and the King puzzle.
This is rather novice and innovative teaching practice in North Macedonia and Serbia and we are
optimistic to disseminate this idea further together with the teachers in our countries. These
educational games and escape rooms have a potential to increase the students’ interest and
motivation to learn chemistry.
References:
1. Burguillo, J. C. (2010). Using game-theory and competition-based learning to stimulate student
motivation and performance. Computers & Education, 55(2), 566−575. doi: 10.1016/
j.compedu.2010.02.018
2. Pivec, M., & Dziabenko, O. (2004). Game-based learning in universities and lifelong learning:
“UniGame: social skills and knowlwdgw training” game concept. Journal of Universal Computer
Science, 10(1), 14−26.
3. Sung, H., & Hwang, G. (2013). A collaborative game-based learning approach to improving
students’ learning performance in science courses. Computers & Education, 63, 43−51. doi:
10.1016/j.compedu.2012.11.019
4. Dietrich, N. (2018). Escape Classroom: The Leblanc Process – An Educational “Escape Game”.
Journal of Chemical Education, 95, 996−999. doi: 10.1021/acs.jchemed.7b00690
5. Peleg, R., Yayon M., Katchevich D., Moria-Shipony M. & Blonder R. (2019). A Lab-Based
Chemical Escape Room: Educational, Mobile, and Fun! Journal of Chemical Education, in
publication. doi: 10.1021/acs.jchemed.8b00406
6. International Year of Periodic Table, https://www.iypt2019.org/
7. Seminars for chemistry teachers (2019), Society of Chemists and Technologists of Macedonia,
http://sctm.mk/seminari.htm
8. Seminars for chemistry teachers (2019), Serbian Chemical Society,
https://www.shd.org.rs/index.php",
journal = "European Variety In Chemistry Education 2019: Abstract Booklet",
title = "Escape room - innovative method to teach concepts related to the periodic table",
pages = "30-30",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5114"
}