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'Atomizados': An Educational Game for Learning Atomic Structure. A Case Study with Grade-9 Students with Difficulties Learning Chemistry

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Title: 'Atomizados': An Educational Game for Learning Atomic Structure. A Case Study with Grade-9 Students with Difficulties Learning Chemistry
Language: English
Authors: Jesu´s Ramo´n Giro´n-Gambero (ORCID 0000-0002-6388-0178), Antonio Joaqui´n Franco-Mariscal (ORCID 0000-0002-8704-6065)
Source: Journal of Chemical Education. 2023 100(8):3114-3123.
Availability: Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Peer Reviewed: Y
Page Count: 10
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Grade 9
High Schools
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Educational Games, Grade 9, Chemistry, Science Instruction, Learning Problems, Foreign Countries, Science Achievement, Learning Disabilities, Attention Deficit Hyperactivity Disorder, Intellectual Disability, Slow Learners
Geographic Terms: Spain
DOI: 10.1021/acs.jchemed.2c00614
ISSN: 0021-9584
1938-1328
Abstract: Alternative teaching methodologies are required for grade-9 students diagnosed with difficulties learning chemistry. This study examines the progress made in learning atomic structure by 11 Spanish Students Diagnosed with Learning Difficulties (SDLD, experimental group), including those with poor academic performance, specific learning difficulties in reading, writing, and mathematics, attention deficit hyperactivity disorder, and borderline intellectual disability according to the Spanish curriculum. The study was conducted as part of the Program for Improving Learning and Performance (PMAR) and utilized the game "Atomizados", specifically designed for this purpose. A written test on atomic structure was used to evaluate learning with three learning levels established (naïve, transitional, and informed). The findings indicate that 63.63% of the SDLD (experimental) achieved an informed learning level (understanding the internal structure of the atom) as a result of utilizing a generative learning strategy. The Mann-Whitney U test demonstrated that this learning was statistically significantly greater than that achieved by other students diagnosed with learning difficulties who did not use the game (SDLD control group). No significant differences were found between the SDLD experimental group and two other groups of grade-9 students with no learning difficulties (NSDLD control groups). However, differences were detected between SDLD (control) and NSDLD (control) in favor of the latter groups. The average for these control groups was a transitional level (identifying some elements of the atomic structure) in the best cases. SDLD (experimental) exhibited a very positive perception of the game's influence on learning chemistry, highlighting its attractiveness, interest, and potential for generating classroom participation.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1442705
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: 'Atomizados': An Educational Game for Learning Atomic Structure. A Case Study with Grade-9 Students with Difficulties Learning Chemistry
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Jesu´s+Ramo´n+Giro´n-Gambero%22">Jesu´s Ramo´n Giro´n-Gambero</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6388-0178">0000-0002-6388-0178</externalLink>)<br /><searchLink fieldCode="AR" term="%22Antonio+Joaqui´n+Franco-Mariscal%22">Antonio Joaqui´n Franco-Mariscal</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8704-6065">0000-0002-8704-6065</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Chemical+Education%22"><i>Journal of Chemical Education</i></searchLink>. 2023 100(8):3114-3123.
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  Data: Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
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  Data: Y
– Name: Pages
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  Data: 10
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  Label: Publication Date
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  Data: 2023
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Educational+Games%22">Educational Games</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="DE" term="%22Chemistry%22">Chemistry</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Problems%22">Learning Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Achievement%22">Science Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Attention+Deficit+Hyperactivity+Disorder%22">Attention Deficit Hyperactivity Disorder</searchLink><br /><searchLink fieldCode="DE" term="%22Intellectual+Disability%22">Intellectual Disability</searchLink><br /><searchLink fieldCode="DE" term="%22Slow+Learners%22">Slow Learners</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
– Name: DOI
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  Data: 10.1021/acs.jchemed.2c00614
– Name: ISSN
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  Data: 0021-9584<br />1938-1328
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Alternative teaching methodologies are required for grade-9 students diagnosed with difficulties learning chemistry. This study examines the progress made in learning atomic structure by 11 Spanish Students Diagnosed with Learning Difficulties (SDLD, experimental group), including those with poor academic performance, specific learning difficulties in reading, writing, and mathematics, attention deficit hyperactivity disorder, and borderline intellectual disability according to the Spanish curriculum. The study was conducted as part of the Program for Improving Learning and Performance (PMAR) and utilized the game "Atomizados", specifically designed for this purpose. A written test on atomic structure was used to evaluate learning with three learning levels established (naïve, transitional, and informed). The findings indicate that 63.63% of the SDLD (experimental) achieved an informed learning level (understanding the internal structure of the atom) as a result of utilizing a generative learning strategy. The Mann-Whitney U test demonstrated that this learning was statistically significantly greater than that achieved by other students diagnosed with learning difficulties who did not use the game (SDLD control group). No significant differences were found between the SDLD experimental group and two other groups of grade-9 students with no learning difficulties (NSDLD control groups). However, differences were detected between SDLD (control) and NSDLD (control) in favor of the latter groups. The average for these control groups was a transitional level (identifying some elements of the atomic structure) in the best cases. SDLD (experimental) exhibited a very positive perception of the game's influence on learning chemistry, highlighting its attractiveness, interest, and potential for generating classroom participation.
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  Data: As Provided
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  Data: 2024
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  Label: Accession Number
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  Data: EJ1442705
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        Value: 10.1021/acs.jchemed.2c00614
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      – SubjectFull: Grade 9
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      – SubjectFull: Chemistry
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      – TitleFull: 'Atomizados': An Educational Game for Learning Atomic Structure. A Case Study with Grade-9 Students with Difficulties Learning Chemistry
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