Learning Mole Calculation through a Board Game in an Engaging and Enjoyable Environment: Design, Implementation, and Evaluation

Abstract

Board games have been used as instructional tools for a wide array of subjects from primary to secondary levels. The present study aimed to develop and apply a novel board game for the instruction of content relating to mole conversion through dimensional analysis in a grade 10 class of 29 students. To assess their knowledge prior to and after implementation of the board game, a test comprising 10 items totaling 30 points was administered. A survey questionnaire was then used to evaluate their attitudes toward the board game. It was found that the students’ post-test score (23.90 ± 5.70) was significantly higher than their pre-test score (3.79 ± 3.22) using the paired-samples t test with the class normalized gain standing at a high level (⟨g⟩ = 0.77). In addition, the students viewed the board game positively, assigning high ratings to most of the statements constituting the questionnaire, especially enjoyment (4.60 ± 0.55) and engagement (4.31 ± 0.74). These findings suggest that the application of a board game for instructional purposes is likely to promote an active, engaging, and enjoyable learning experience. Also, it will effectively equip students with mole calculation skills as well as an understanding of the relationships between mole, mass, volume, and number of particles. It is hoped that the board game presented in this research can serve as a model from which to design a similar tool for the instruction of chemistry topics.