Addressing Chemophobia through Gamification in University-Level Chemistry Education.

Abstract

Chemophobia poses a significant challenge in university-level chemistry courses, influencing students' perceptions and engagement with the subject matter. It can create barriers to learning and participation, hindering students' ability to appreciate the importance and complexity of chemical concepts. To mitigate chemophobia and promote a positive learning experience, incorporating gamification in the classroom emerges as a promising approach. Gamification involves integrating game elements, such as points, badges, leaderboards, and challenges, into educational activities to enhance motivation and engagement. In the context of chemistry education, gamification can provide a structured and immersive learning environment that encourages active participation and fosters a positive attitude towards chemical concepts and experimentation. By incorporating gamification strategies into chemistry lectures, laboratory sessions, and assignments, educators can create opportunities for students to explore chemical principles in a fun and interactive manner. For example, designing gamified quizzes or simulations that challenge students to apply their knowledge to solve real-world chemical problems can help alleviate anxiety and build confidence in their abilities. Additionally, introducing collaborative games or competitions can promote teamwork and peer support, creating a sense of camaraderie among students. Overall, integrating gamification into the chemistry classroom offers a dynamic and engaging approach to learning that can help alleviate chemophobia and cultivate a deeper understanding and appreciation of the subject. By leveraging game elements to make chemistry education more interactive, accessible, and enjoyable, educators can empower students to overcome their fears and develop a lifelong passion for the field of chemistry.