An Organic Odyssey: Interactive Adventures Utilizing Gamification Principles in the Second-Semester Organic Chemistry Classroom to Improve Student Learning Outcomes

Abstract

Undergraduate students enrolled in second-semester organic chemistry were given worksheets that attempted to improve desired student learning outcomes by employing either a gamification teaching strategy or a more traditional, standard approach, depending on which section they were enrolled in. To compare the two different strategies, quantitative data in the form of surveys, attendance, test questions, and grade information was used. The analyzed data indicate that the gamification strategy used did not appear to directly improve content mastery but it did positively impact other key areas of student learning, such as student engagement, motivation, persistence, confidence, and teamwork/collaboration.