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Using collaborative real life action games to increase motivation of learning chemistry in students
Secondary school
Real life action games
Qualitative analysis
Lesson study
Issue Date: 
Neo, X., Liu, N., Wang, S., Tan, E., & Low, W. C. (2014). Using collaborative real life action games to increase motivation of learning chemistry in students. In Y. -J. Lee, N. T -L. Lim, K. S. Tan, H. E. Chu, P. Y. Lim, Y. H. Lim, & I. Tan (Eds.), Proceedings of the International Science Education Conference 2014 (pp. 1234-1251). Singapore: National Institute of Education.
Real life action games harness the immense potential of promoting collaborative learning and increasing the motivation of learning Chemistry in students. At the same time, learning through games build enduring understanding through connection established between action and knowledge. Consequently, this paper describes the effectiveness of using real-life action games a la Amazing Race with Chemistry elements (CHEMazing Race) in a Chemistry lesson through the use of Lesson Study process to structure the lesson. The lesson was conducted on 437 Secondary Three students of high, medium and low abilities to reinforce
their understanding of key concepts on the topics of Acids, Bases, Salts and Qualitative Analysis. Students worked in teams to compete with peers from other classes to complete 4 - 5 station games in 45 minutes. Using the Lesson Study framework, the research lesson was put under the microscope and evaluated through 1) a qualitative approach involving pictures of lesson conception, research lesson and lesson post-mortem; 2) data from student surveys about their feelings and perceptions on whether the intervention had a positive effect on the achievement and interest level of the students in the topic of the research lesson. The results highlighted the effectiveness of collaborative real-life action games in increasing the motivation and interest levels of students in learning Chemistry through a fun and enjoyable way.
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