Alternative Reality Game (ARG) as an evaluative strategy in chemistry education

Abstract

Chemistry teaching has been undergoing attempts at re-engineering. In this sense, several strategies are emerging or being adapted to make it more effective for student learning, by strengthening critical thinking, communication and collaboration skills, in addition to technological literacy. This article points to changes and innovations, as we discuss the use of an Alternative Reality Game (ARG) as an evaluative strategy in the teaching of chemistry. This type of game consists of an interactive narrative set in the real world. The research presented is of a qualitative nature and was carried out with 35 students (n = 35) from an initial training course in science teaching. The data were systematically analyzed and categorized. The results show that the ARG positively influenced collaboration between peers and increased the students' ability to solve challenges by covering different levels of representation of chemical knowledge. The study shows evidence that ARG can be used as a learning assessment strategy of a formative, diagnostic and self-assessment nature. Finally, we present an evaluative model using the ARG that can be applied at different levels of learning in chemistry.