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
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