Unlocking Knowledge Through Competition: Trivia for Functional Groups and Nomenclature in Organic Chemistry Academic Article in Scopus uri icon

abstract

  • Gamification has emerged as an innovative pedagogical strategy that enhances engagement and learning outcomes by integrating game elements into educational contexts. In organic chemistry education, where students often struggle with functional groups and systematic nomenclature, gamification offers a promising approach to reinforcing conceptual understanding. This study examines the effectiveness of the 'Nomenclature Naming Game', a triviabased competition designed to improve students' proficiency in recognizing functional groups and applying nomenclature rules. Participants, second-year undergraduate engineering students, first attended a traditional lecture on the subject, followed by the trivia competition, where teams competed to answer nomenclature-related questions. To incentivize participation, teams earned extra points toward their final course grades based on correct responses, fostering a competitive yet collaborative learning environment. Pre- and post-activity evaluations were conducted to assess the impact of this approach. Results revealed a 15.2% improvement in students' understanding of functional groups and nomenclature, demonstrating the game's effectiveness in enhancing content retention and application. Moreover, students reported increased motivation, engagement, and teamwork skills, highlighting the trivia format's role in developing critical thinking and problem-solving competencies. These findings underscore the potential scalability of gamified learning in chemistry education. By making abstract concepts more accessible and engaging, this approach provides a replicable model for integrating gamification in STEM (Science, Technology, Engineering, and Mathematics) disciplines, encouraging a more interactive and effective learning experience. © 2025 IEEE.

publication date

  • January 1, 2025