Can Games Based Learning Enhance Learning of Chemistry?
| dc.contributor.author | Banerjee, Kamalika | |
| dc.coverage.spatial | Pan-Commonwealth | en_US |
| dc.date.accessioned | 2019-08-28T14:47:17Z | |
| dc.date.available | 2019-08-28T14:47:17Z | |
| dc.date.issued | 2019-09 | |
| dc.description.abstract | The words gamification and game-based learning are of course not the same. Game-based learning is in short, learning through games. Using games in the classroom transfers the teaching-learning situation from teacher-centric to student-centric. It is disheartening to note that many a times it is noted that the fear for chemistry amongst the students arises due to the lack of domain-specific didactics amongst the chemistry teachers especially those in higher education. This in turn does not facilitate learning of chemistry. ‘Passive Diffusion Model of Knowledge Transfer’ does not lead to meaningful learning as only knowledge is transferred. Often the chemistry teachers overload the working memory of the students which lead to inefficient learning. Thereby the students are unable to process the huge amount of apparently unrelated information. Moreover there should be connections between theory and practical whereas it is not. Rote learning facts and mechanically going through the practical sessions lead to enhancement of fear for chemistry and not understanding the subject. //Paper ID 16 | en_US |
| dc.identifier.uri | http://hdl.handle.net/11599/3231 | |
| dc.language.iso | en | en_US |
| dc.publisher | Commonwealth of Learning (COL) | en_US |
| dc.rights.uri | https://creativecommons.org/licenses/by-sa/4.0/ | en_US |
| dc.subject | Teaching and Learning Methods | en_US |
| dc.subject | Science, Technology, Engineering and Mathematics (STEM) | en_US |
| dc.title | Can Games Based Learning Enhance Learning of Chemistry? | en_US |
| dc.type | Working Paper | en_US |