Implementation of Mario-like Digital Game in Chemistry Education: Results on Students’ Perception

Abstract

This paper presents the effectiveness of a Mario-like digital game, called “The Functional Group Game 1” on students’ perceptions on six subscales: perceived learning, perceived ease of use, flow, perceived playfulness, enjoyment, and perceived satisfaction. The game was designed based on levels of the cognitive process dimension of the revised Bloom’s taxonomy. This study was conducted on 74 twelfth-grade students to investigate students’ perceptions toward the game. The results revealed that the student increased their perceptions after experiencing the game. In additions, gender difference has no effect on students’ perceptions toward game-based learning of chemistry. Obviously, both females and males increased their perceptions on perceived learning, perceived ease of use, flow, perceived playfulness enjoyment, and perceived satisfaction after interacting with the Functional Group Game 1. It led us to conclude that the Functional Group Game could be an alternative way for promoting chemistry learning in Thai school science.