The ongoing COVID-19 pandemic have resulted in many institutions, including National University of Singapore (NUS), to incorporate online tools so as to adopt blended learning measures to provide quality education while reducing on-campus student density. We deliberately designed our pedagogical approach for our freshman undergraduates reading an introductory Organic Chemistry course because they enrolled at NUS during the pandemic. A pre-survey was conducted to evaluate the effectiveness of current blended learning measures in providing cognitive presence. According for fostering students’ learning motivations. Pre-survey results determined that avenues required to form cognitive presence were restricted, compromising efforts to foster students’ learning motivations, to which gamification was considered. Consequently, a supplementary gamification platform based at NUS was adopted to evaluate the platform’s effectiveness in providing avenues for cognitive presence to form. The platform, called <i>Coursemology</i>, was then introduced to the classroom environments of the population of interest. Population of interest was then tasked to complete a perception survey to gather user feedback. Data showed that students enjoyed the questions the <i>Coursemology</i> platform provided the most, reflecting the potential of the intervention in improving users’ blended learning experience.

Gamification as online blended-learning strategy during COVID-19 to support cognitive presence

ACS Spring 2022

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.