Learning the nomenclature of chemistry is an important language skill for students to make their ways in their chemistry careers. Many students often find this area to be challenging as nomeclature requires an understanding of both rules and language. Common ways to teach nomenclature include games and study guides, but little is known about the impact these methods have on learning nomenclature. This mixed-method study compares the use of a traditional study guide worksheet to an electronic game called Topinomica for a diverse population of undergraduate first-year chemistry students (n=470). Quantitative findings indicate significant pre/post improvement across both conditions, but no signifcant difference between the game (n=255) and the study guide (n=215). Prior knowledge analysis revealed a significant difference between conditions for the high-prior knowledge students. Qualitative data indicate that instructors endorse and are willing to integrate the game, and that students would prefer the game to the study guide.

Learning chemistry nomenclature: Comparing the use of an electronic game versus a study guide approach

2019 Fall National Meeting

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