"SCIENCE AND EDUCATION IN THE MODERN WORLD: CHALLENGES OF THE XXI CENTURY" NUR-SULTAN, KAZAKHSTAN, JULY 2019 75
elements out of the periodic table. We have four groups the group 1 and the group 2 metals. The
Helium and the noble gases‘ the player plays with elements out of these four groups. If you are
a high school chemistry student you can play according to the rules provided in this long
version .The noble gases have theprivilege of doubling their throw both.Group one and group
two medals combinedwith the halogen the combined piecesmove together as an ionic
compound.Theobjective is to stomp the noble gas andsend it home while they get to go backto
their home position.The importantaspects of this game is actuallythreefold the first player learns
thesymbol and the name of the elements. Theyalso learned which group a particularelement
belongs to and finally theylearn to appreciate that as we go down agroup in a periodic table the
atomicsize or the size of the atoms isactually increasing
Researches made investigations in effectiveness of using games during chemistry learning. For
instance, Ronimus et al. (2014), students‘ feeling of interest and curiosity is typically triggered
when they are introduced to game -based learning or game activities [22]. Moreover,
according to [25], [26], it is widely accepted that games also have a positive effect on
creativity, problem solving skills, critical thinking, spatial ability, collaboration, conceptual
understanding, automaticity and a entertainer of other higher order thinking skills. All these
promote tranquil state of mind and maintain social contact and interaction. Hsiao et al. (2014)
quoted that although creativity is not an innate quality, it can be inculcated, encouraged,
trained and cultivated by educational or training programs [28]. According to Huang and
Johnson (2008), in order to efficiently enhance and reinforce students‘ interest and
instructional effect, games typically implement multimodal presentations [29]. In addition,
they integrate auditory, visual and textual displays so as to enrich students‘ experience
and cognitive success [30]. Furthermore, according to Hsiao et al. (2014), utilizing games as
a teaching and learning instrument can a) promote students‘ learning motivation and
eagerness, b) enhance their academic accomplishments and social attainments and c) improve
their higher order thinking skills and improve critical and cooperative behavior [28]. There is
no doubt that the characteristics and excellence of serious games are what make them engaging
[18] and what attract students. Based on the study conducted by Dabbagh et al. (2016) [27],
the key features of games are their keen motivation [31] and engagement , their experiential
, feedback driven and contextual [25] learning, as well as their interactive learning
environments [3] According to [23], [24], [29], [30], some of the main game features that
influence students‘ engagement and enjoyment include: curiosity, fantasy, role-playing tasks,
rules, goals, challenges, competition, control, pleasure , motivation, interaction, adaptability,
feedback and multimodal presentation. Malegiannaki and Daradoumis (2017) studied the use
of learning games in the cultural heritage domain, and classified them into six classes: action,
puzzle, trivia, role-playing, simulation, and adventure games.ccording to Huang and Johnson
(2008), in order to efficiently enhance and reinforce students‘ interest and instructional
effect, games typically executed multimodal presentations [29]. In addition, they combined
auditory, visual and textual displays so as to enharance students‘ experience and
cognitive success .
In teaching it noticed that games learned students to good upbringing and showed that most
games include: good communication skills, time management abilities, fantasy, problem-
solving skills,acting skills, challenges, competition, self-confidence, flexibility, multifunctional
presentation.