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Interactions 500: Design, Implementation, and Evaluation of a Hybrid Board Game for Aiding Students in the Review of Intermolecular Forces During the COVID-19 Pandemic
13 references·3 citing·43 second hop
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References

  • 2012A systematic literature review of empirical evidence on computer games and serious games2,890 cited
  • 2012Playing Video Games : Motives, Responses, and Consequences1,059 cited
  • 2006Computer Gaming and Interactive Simulations for Learning: A Meta-Analysis936 cited
  • 1988Development and use of diagnostic tests to evaluate students’ misconceptions in science807 cited
  • 1989Development and application of a diagnostic instrument to evaluate grade‐11 and ‐12 students' concepts of covalent bonding and structure following a course of instruction238 cited
  • 1998Students' understandings of chemical bonds and the energetics of chemical reactions235 cited
  • 1989Grade-12 students' misconceptions of covalent bonding and structure192 cited
  • 2000Students' reasoning about basic chemical thermodynamics and chemical bonding: what changes occur during a context-based post-16 chemistry course?168 cited
  • 2015Student Understanding of Intermolecular Forces: A Multimodal Study129 cited
  • 2007Problem-Based Learning in 9th Grade Chemistry Class: ‘Intermolecular Forces’93 cited
  • 2012Design and Implementation of an Educational Game for Teaching Chemistry in Higher Education88 cited
  • 2015Are Noncovalent Interactions an Achilles Heel in Chemistry Education? A Comparison of Instructional Approaches74 cited
  • 2009Students’ understanding of boiling points and intermolecular forces67 cited

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Cited by

  • 2020Design, implementation, and evaluation of a game-based application for aiding chemical engineering and chemistry students to review the organic reactions40 cited
  • 2021Online Escape Room during COVID-19: A Qualitative Study of Social Education Degree Students’ Experiences37 cited
  • 2024Exploring the effects of personalized recommendations on student’s motivation and learning achievement in gamified mobile learning framework26 cited