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Learning Mole Calculation through a Board Game in an Engaging

and Enjoyable Environment: Design, Implementation, and
Evaluation
Amornrat Saithongdee and Tanita Sirirat*
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ABSTRACT: Board games have been used as instructional tools

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for a wide array of subjects from primary to secondary levels. The

present study aimed to develop and apply a novel board game for
the instruction of content relating to mole conversion through
dimensional analysis in a grade 10 class of 29 students. To assess
their knowledge prior to and after implementation of the board
game, a test comprising 10 items totaling 30 points was
administered. A survey questionnaire was then used to evaluate
their attitudes toward the board game. It was found that the
students’ post-test score (23.90 ± 5.70) was significantly higher
than their pre-test score (3.79 ± 3.22) using the paired-samples t
test with the class normalized gain standing at a high level (⟨g⟩ =
0.77). In addition, the students viewed the board game positively,
assigning high ratings to most of the statements constituting the questionnaire, especially enjoyment (4.60 ± 0.55) and engagement
(4.31 ± 0.74). These findings suggest that the application of a board game for instructional purposes is likely to promote an active,
engaging, and enjoyable learning experience. Also, it will effectively equip students with mole calculation skills as well as an
understanding of the relationships between mole, mass, volume, and number of particles. It is hoped that the board game presented
in this research can serve as a model from which to design a similar tool for the instruction of chemistry topics.
KEYWORDS: High School, Games, Units, Mole Calculation, Dimensional Analysis, Conversion Factors

■ INTRODUCTION
In recent years, games have been widely incorporated into the
communication), enthusiasm, and motivation, as well as
fostered a positive learning environment. More recently, Yang
classroom to ensure that learners achieve predetermined course and Choi11 found that by incorporating a game in a class, their
objectives�referred to as game-based instructional manage- subjects could still remember and identify some significant
ment.1 This approach has received a great deal of attention from characteristics constituting Mendeleev’s table 7 and 60 days
teachers, instructors, lecturers, and administrators from primary following the experiment. Similarly, Badajos et al.12 revealed that
to tertiary levels of education as it has been proven to promote the students learning simple monosaccharide classification
active learning2 and constructionism3 in line with the through games attained significantly higher post-test scores on
constructivism theory, which postulates that only when learners the assessment tasks because of the positive learning
are given a chance to interact with the knowledge will they experiences. Finally, Girón-Gambero and Franco-Mariscal13
achieve genuinely meaningful learning. When taught through confirmed that games could even enhance the learning of the
games, learners participate in hands-on and minds-on activities atomic structure, including constituent particles, ions, and
enabling them to create their own learning experience4,5 and isotopes, among students diagnosed with learning difficulties.
enhancing their interaction with classmates and motivation.6 One of the most vital foundations of chemistry subjects for
The educational benefits of games are well documented. For secondary students is mole calculation since it paves the way for
́
instance, Garcia-Ortega et al.7 and Miller8 discovered that their
subjects taught through fun and engaging games fared better in
terms of organic nomenclature and system thinking in green Received: October 3, 2023
chemistry. Similarly, Boot et al.9 reported that games facilitated Revised: February 13, 2024
learning, comprehension, information processing, and content Accepted: February 16, 2024
memorization among their sample. Likewise, Martin-Lara ́ and Published: March 5, 2024
Calero10 pointed out that their board game for teaching biomass
and biofuel bettered their students’ social skills (cooperation and
© 2024 American Chemical Society and
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Figure 1. Mole conversion board game, comprising (a) one main board, (b) five player boards, and (c) a die.

their comprehension of stoichiometry and relates to concepts simplistically applied, or erroneously calculated. For example,
pertinent to acids and bases and chemical equilibrium.14,15 Apart Omwirhiren15 analyzed errors in mole calculation and
from this, mole calculation is also intertwined with the stoichiometry, discovering that most of the students in the
conversion of the quantity of a substance, such as mass and sample group applying relevant formulas came up with incorrect
volume (gas at standard temperature and pressure (STP)), from answers compared to those adopting a reasoning method
a given unit to mole based on their relationships,16 generally because of the mistakes they made during the placing and
using the formula: mole = mass/molar mass. However, this manipulation steps. Rees and Bruce17 went further, explaining
simple formula can be problematic if it is cursorily taught, that such miscalculations were perhaps because the combination
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Figure 2. Examples of the fronts and backs of the seven sets of cards: (a) reactant cards, (b) conversion factor cards, (c) exchange rate cards, (d)
emergency cards, (e) lucky cards, (f) character cards, and (g) career promotion cards.

of quantities and units in the formula makes it illogical and boosting student engagement and establishing a relaxing
unclear in terms of semantics and mathematics. atmosphere conducive to learning.
To address the thorny issues surrounding mole calculation, Therefore, the objective of this study was to design and
dimensional analysis, otherwise referred to as the factor-label develop a board game for the instruction of mole conversion
method, has been proposed in the literature as it draws on the through dimensional analysis in order to create an engaging and
relationships between different units with an equal physical enjoyable learning atmosphere for students. The board game
quantity14,18−20 based on the premises of logical reasoning and was implemented in a grade 10 class of 29 students to assess their
unit cancellation. For this reason, dimensional analysis is a learning achievement and attitudes toward learning through this
calculation method requiring less memorization while allowing innovative tool.
for double-checking to prevent errors in the process of deriving
the final answer.
Furthermore, despite widespread applications of games to the
■ MOLE CONVERSION THROUGH DIMENSIONAL
ANALYSIS
instruction of chemistry subjects, they are primarily applied to The conversion of the quantity of a substance from a given unit
promote rote learning or carry out lesson reviews.21−25 It would to mole can be carried out by multiplying an initial quantity with
thus be worthwhile to invent a game that can be used as a tool for an appropriate conversion factor to change its unit to mole,
the instruction of chemistry subjects, especially mole calculation, whereby the conversion factor represents a ratio demonstrating
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the relationships between the two units. To illustrate, to Emergency Cards, Lucky Cards, Character Cards, and
determine how many moles are in 90 g of water, the following Career Promotion Cards. These cards add fun, challenging
conversion factor for the relationship between grams and moles elements to the game, granting players a competitive advantage
of water can be used. or setting a handicap to hinder them from winning the board
game (Figure 2d−f).
The reactant tokens consist of wooden cubes divided into six
The resultant value of the two ratios equals 1 since both the colors representing six reactant types, while the product tokens
numerator and the denominator have similar physical quantities. are made up of wooden coins divided into four colors
Thus, it is possible to represent such relationships in both representing four product types. The dice has six faces like any
versions, which are the reverse of one another. For the mole typical cube used in games of chance but with only the numbers
calculation of 90 g of water, let the conversion factor with the ranging from 2 to 4, representing the number of moves a player
unit g as the denominator (version 1) be multiplied by the initial can take to collect cards. These numbers are deemed
quantity. This gives the following expression: appropriate, as they would not have too many cards in hand
to be challenging or too little to be fun. Each of the numbers
appears on two opposite faces (Figure 1c). The main board,
player boards, and seven sets of cards, designed using Adobe
Illustrator 2023, are attached in the Supporting Information.
Since g is canceled from both the denominator of the conversion
factor and the unit of the initial quantity, the mole unit from the An Overview of the Rules of the Mole Conversion Board
Game
numerator of the conversion factor remains as the final answer.
This section provides an overview of the rules for playing the
■ RESEARCH METHODOLOGY
The present research adopted the one-group pre-test post-test
mole conversion board game. (For more information, refer to
the game manual in the Supporting Information.)
In the board game, players take on the roles of staff in an
design. It was approved by the Human Research Ethics industrial plant comprising an ammonia production unit, an iron
Committee of Thammasat University Social Sciences. extraction unit, a steam generation unit, and a sulfur trioxide
Components of the Mole Conversion Board Game production unit, competing against one another on behalf of
their respective departments. They need to prepare a target mole
The mole conversion board game comprises one main board quantity of their reactant in order to produce their final product
(Figure 1a), five player boards (Figure 1b), seven sets of cards in proportion. Every time they successfully do so, they earn
(Figure 2), reactant tokens, product tokens, pawns, and one die. points. The first player to reach a score of 13 is the winner. To
The details of the seven sets of cards are as follows. win, players must do the following.
Reactant Cards. There are six types of reactant cards
representing six reactants used in the board game, such as • Collect cards. Players roll the die, move their pawn
oxygen (Figure 2a). On the front of each card is the quantity of accordingly along the hexagonal cells on the main board,
the corresponding reactant in mass (gram), volume (liter) at and collect the conversion factor cards and/or lucky cards
STP, and number of particles (molecule/atom). awarded for the cells they land on.
Conversion Factor Cards. There are six types of conversion • Collect reactant tokens from correct placement. Players
factor cards for six reactants used in the board game, such as have to convert the quantity of a reactant from gram, liter,
oxygen (Figure 2b). In Figure 2b, the conversion factor card of or molecule/atom to a mole unit applying the expressions
oxygen is represented as a ratio of 1 mol of oxygen and the on the main board. To successfully convert the units, they
equivalent quantity of oxygen in a given unit. Part of the need to choose the correct conversion factor and
information on the card is missing, awaiting completion with the exchange rate cards. For instance, a player wishing to
correct placement of an exchange rate card (Figure 3). convert 64 g of oxygen to a mole unit has to know that 32
Exchange Rate Cards. The exchange rate cards show g of oxygen equals 1 mol of oxygen using the relevant
information pertinent to the quantity equivalent to 1 mol of a exchange rate card (Figure 2c). Then the player has to
substance, such as oxygen, in grams, liters, and molecules place the 32 g O2 exchange rate card on the conversion
(Figure 2c). factor card to complete the ratio (Figure 3), while
ensuring that the denominator of the conversion factor is
in the same unit as that of the reactant to allow for
cancellation (Figure 4a). Essentially, correct conversion
of the number of reactant moles will earn the equivalent
number of reactant tokens, while miscalculation in a turn
will lead to the loss of the conversion factor card and
failure to win any reactant tokens (Figure 4b).
• Produce products in accordance with the reaction’s
stoichiometry. Since the quantity of reactants consumed
is directly related to the quantity of products generated
during a reaction, players should gather the necessary
reactant tokens accordingly. The details pertinent to this
are provided on the top right corner of the player board
(Figure 1b). When players exchange reactant tokens for
Figure 3. Completed conversion factor card after the correct placement product tokens, they will earn a point commensurate with
of an exchange rate card. the quantity of products made as indicated on the player
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card will earn an extra point and/or be awarded special

powers.
• Use special powers. Players can use the special powers
associated with their character or an earned lucky or
career promotion card to win faster.
• Handle emergencies. During the game, players may face
an unexpected event if they happen to draw an emergency
card. Those involved as indicated on the card must decide
whether to take the action recommended on the card to
restore normalcy to the operations of the plant.
Theoretical and Conceptual Frameworks for the Design of
the Mole Conversion Board Game
The design of the mole conversion board game revolves around
industry and energy, commonly covered in the Thai
curriculum26 and Cambridge IGCSE.27
Themes and Mechanics. The present board game design is
largely influenced by Hawkinson,28 who places emphasis on the
game experience brought on by the dynamic between players
and the environment. That is, winning a game requires carefully
leveraging three factors: strategy, luck, and knowledge and skills,
under a stressful situation in the game resulting from its theme,
narrative, and mechanic. For most educational games, a theme is
usually the learning goal to be accomplished within the relevant
Figure 4. An example of the correct conversion (a) and the incorrect context set in the game narrative. Students interact through
conversion (b) of the quantity of a reactant from gram to mole. game mechanics that allow them to participate in what is being
taught, creating their own learning experiences through playing
games.
board. Additionally, a player who reaches the target The theme of this board game is to teach students how to
products’ quantity indicated on their career promotion calculate a mole. This is then translated into the narrative of an
industrial plant comprising several units responsible for the

Figure 5. Interplay between game mechanics (purple), goals (pink), and subgoals (green).

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production of different products, drawing on the mole produce a product and, therefore, influences the player’s scores.
relationships between the reactants and products to be Additionally, upgrading relates to being promoted to a
manufactured in a reaction. To enable them to fulfill such a supervisory level while earning an extra point or being awarded
goal, the necessary knowledge, such as stoichiometry, is special powers, whereas attacking and defending involve using
introduced and elaborated upon during a lesson. The reaction’s the special powers or privilege earned from a lucky or career
stoichiometry reveals the importance of converting the quantity promotion card to reach the goal faster, slow down another
of a substance from a given unit to a mole unit. player, and/or defend oneself from another player’s malicious
One of the central mechanics of this board game is the moves. Finally, the submechanic of events involves encountering
delivery of content to enable the mastery of skills in mole an unexpected event, as indicated on an emergency card hidden
conversion from the quantity of a reactant in a given unit with a in the pile of reactant cards. This submechanic may alter the
dimensional analysis method. Specifically, students need to game situation and/or impact the player’s subsequent actions.
match the correct exchange rate card to a conversion factor card Finally, as players gather reactant tokens through correct
with missing information prior to placing the completed placements, the present board game features the provision of
conversion factor card in the right place to correctly convert feedback between players to enhance the learning experience. Of
the quantity of the reactant to mole. Matching, Järvinen29 particular importance is the exchange of instant feedback, which
explains, involves a cognitive procedure relating to pattern promotes players’ exploration of a situation, experimentation
recognition that is inherent in many games, such as dominoes with ideas, and curiosity, as well as supplies them with beneficial
and Bejeweled. In the present board game, students learn the information on their action.35−37 Murphy38 stresses that
pattern associated with mole calculation by drawing on a feedback provision, coupled with practice and repetition, will
cognitive process that involves finding the missing information maximize learning, in line with the law of exercise�which posits
on the conversion factor card while considering the unit of the that frequent connections between stimulus and response will
reactant, understanding the completed ratio on the conversion more likely contribute to desirable behavior.
factor card, and analyzing the correct conversion factor pattern Development of the Mole Conversion Board Game
from the two options available in the game.
In addition to matching, choosing is the other mechanic that The board game development process commenced in March
lies at the heart of this board game. To elaborate, in this board 2022 with a review of the literature on concepts relating to moles
game, the conversion factor card chosen will affect the type of at the secondary education level and board game design. The
reactant token collected and thus the kind of product made. information gathered was then employed to determine the scope
Prior to choosing a conversion factor card, players thus need to of the mole conversion board game, ranging from the learning
sufficiently gather and scrutinize the relevant information, such objectives and instructional content to the narrative, mechanic,
as the type and amount of a reactant and of a product to be and challenges underlying the game. Based on such specifica-
made�essentially a cognitive process.30,31 Through such tions, a simple board game was created.
repeated planning, decision-making, and learning processes, Trialled among game developers, the prototype was modified
they will eventually come to grips with the relationships between in terms of the game mechanic, challenges, and rules. After that,
the two factors.32 Choosing has to be meticulously balanced the prototype was further revised during the first semester of the
with the element of luck since games relying solely on luck are 2022 academic year (June−October 2022), during which a first
less likely to be challenging, while those demanding pure skill are version of the board game was tested on two groups of five
too intimidating to be enjoyable.28 Luck integrated into the students each who did not constitute the participants of this
present board game includes rolling the die and drawing lucky, research but had previously learned about the mole to obtain
emergency, and character cards. their feedback on how the board game fared in an authentic
Promotion of Engagement and Provision of Feed- situation involving real players. Their feedback was employed to
back. To sustain interest and repeated play, educational games revise the board game as follows. First, the number of cards for
need to be engaging. Engagement can be stimulated via the each reactant and the quantity of a substance indicated on each
target of a game, the goal established by players, and the card were modified to prevent the incidence of an excessive
activities players undertake to accomplish the game and their quantity of a reactant card or substance and to ensure a fair
self-determined goals.33 Thus, this board game involves several chance of the manufacture of each type of products.
milestones, such as deciding between different courses of action Furthermore, the exchange rate cards were integrated as part
while doing mole calculations and conversions, earning points of the player boards to allow players time to plan the conversion
from the manufacture of products within the time permitted, of the quantity of a reactant from a given unit to a mole unit prior
achieving production goals, and, along the way, dealing with to their turn and thus be able to make the right matching move.
unexpected circumstances associated with lucky and emergency Lastly, both legitimate and illegitimate conversion factor cards,
cards−all of which make winning more onerous and promote i.e., those permitting and prohibiting mole conversion, were
student engagement.2 Constraints are also incorporated into the included to add a distractor element and make the board game
board game to heighten engagement or pleasure from more challenging.
winning.33,34 Subsequently, a second version of the board game was piloted
In addition to the two primary mechanics of matching and on a nonparticipant group of 25 students who had not previously
choosing, other submechanics are also integrated in the board received any instruction on moles to further improve the clarity,
game to make it more appealing as well as more engaging and quality, and/or appropriateness of the terms, symbols, and
enjoyable (Figure 5). Taking involves collecting conversion graphics used in the board game, as well as its length.
factor cards and/or lucky cards awarded for the hexagonal cells Specifically, a gameplay summary card was added, explaining
the player pawn lands on during a turn. The number of moves is possible actions in a turn to provide players with a final reminder
indicated by a dice roll (i.e., operating). Allocating concerns a of the game rules. In addition, the clarity of the language used on
player selecting the quantity and type of reactant tokens to the different types of cards was improved. Finally, the symbols
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and graphics in the hexagonal pieces were modified to convey asking detailed questions on a subject matter, Crookall44 argues,
meanings more clearly. is a vital step in game-based learning as it helps translate
Following this step, a third version of the board game was experience gained from a game into learning. Furthermore, while
validated by three content experts and three board game experts. certain forms of learning had already taken place in the process
While the former, comprising one university chemistry lecturer, of game playing, debriefing plays an important part in bringing
one secondary chemistry teacher, and one university lecturer of out a deeper, more meaningful lesson through exchanges
assessment and evaluation, judged the accuracy of the content as between individuals sharing the experience.44
well as the validity of the classroom incorporation of the board Following the discussion, the students were asked to complete
game and the measurement of the learning achievement and the a worksheet upon which they wrote their answers to mole
tools used, the latter scrutinized the board game design in terms calculation revision questions. All of the questions were framed
of its mechanics, dynamics, rules, and other applicable criteria. from the instructional content presented in the board game�a
Data Collection Procedures and Instruments step which enhances the sense of touch and thus potentially
contributes to deeper learning.45,46 Additionally, the students
After the development and validation processes were completed, were given a special question involving the conversion of mass to
the final version of the board game was administered on a sample particles that they needed to solve independently without any
of 29 grade 10 students at a school in the Pathum Thani province teacher assistance.
of Thailand during the second semester of the 2022 academic The class concluded with a brainstorming session in which all
year. the students collaboratively expanded on the concepts pertinent
Prior to playing the board game, the students took a 30 min to mole conversion, the relationships between mole, mass,
written test on mole conversion through dimensional analysis volume at STP, and number of particles, as well as a summary of
comprising ten items adapted from textbooks, past studies, and the learning activities.
Edexcel IGCSE Chemistry past papers. The test items ranged in However, the game implementation can be adapted as
difficulty levels from 0.41 to 0.64 with the index of appropriate at the discretion of an instructor. To illustrate, for
discrimination ranging between 0.67 and 0.87 and the overall schools unable to arrange a single class lasting 180 min, it is
reliability indicated by the Cronbach’s alpha coefficient of 0.92. advisable that the activity be divided into two separate, shorter
These statistics were calculated from the completion of the test periods: the first lasting 100−120 min for the clarification of the
by a nonparticipant group of 153 students. learning objectives, a review of pertinent chemical equations, a
One week later, the students received instruction on mole tutorial on how to play the game, and a game session, and the
conversion through administration of the board game. (See second also lasting 50−60 min for the reflection on the lessons
below for more details on the instructional sequence.) learned and a conclusion of the instructional activity. Assigned
Upon ending the instructional activity, a survey questionnaire during the two periods is a self-study task to prepare the students
was distributed comprising 28 statements on a 5-point Likert for the next classroom session. The students are assigned to
rating scale and three open-ended questions. The closed-ended complete a reflection worksheet with the same questions used in
questions were designed to assess the board game in five aspects: the discussion.
design, functionality, promotion of learning, enjoyment, and
engagement. The items making up each of these aspects were
40
́
adapted from Da Silva Júnior et al.,39 Garcia-Ortega
Bourgonjon et al., Giannakos and Venkatesh et al.,
et al.,7
41,42
and
■ RESULTS AND DISCUSSION
Students’ Learning Achievement after the Incorporation of
Whitton,43 respectively. the Mole Conversion Board Game
To ensure completion of the latter, the students were asked to The learning achievement of the 29 students participating in this
first make comments on the pros and cons of the game, describe study was assessed using a ten-item written test. Each of the test
the lessons learned, and offer recommendations for improve- items were awarded a total of three points provided that (1) the
ment prior to returning to the close-ended section. Finally, they determination of the value and unit of the initial substance was
took the same written test as the one administered earlier. The accurate, (2) multiplication with the conversion factor was
data collected were analyzed using descriptive statistics and the correct, and (3) the value and unit of the answer were exact.47−49
paired-samples t test. Applying the paired-samples t test at the significance level of
Implementation of the Mole Conversion Board Game in the 0.01, the students’ post-test scores were significantly higher than
Classroom their pre-test scores (t = 19.03, p < 0.01), as shown in Table 1.
The classroom implementation of the board game was two class Table 1. Paired-Samples t-Test Results
periods of 90 min each. Its sequence was as follows. Before the
instructional activity started, the students were divided into Mean ± S.D. t-test p-value
groups of 4−5 students, informed of the learning objectives, and a
Pre-test 3.79 ± 3.22
19.03 0.00b
provided with a review of pertinent chemical equations. Post-testa 23.90 ± 5.70
Afterward, the rules of the board game were detailed. The a
The maximum possible score equals 30. bp-value <0.01, indicating
students tried it out to develop a thorough understanding of how significant differences.
it worked. Then they were allowed to inquire about the game
rules, with any uncertainties resolved prior to actually playing
the game. The game playing session lasted 60 min. Additionally, their class normalized gain based on Hake’s
Upon ending the game, the students and teacher discussed the approach50 was high at ⟨g⟩ = 0.77. When the normalized gain of
lessons learned from the board game, including mole conversion each student was considered further, it was found that the
through dimensional analysis, the definition of conversion majority (66%) exhibited a high level of achievement (Figure
factors, as well as the quantity equivalent to 1 mol of a particular 6a). These findings were consistent with those in Franco-
substance in gram, liter, and molecule/atom. Debriefing, i.e., Mariscal et al.,51 which similarly reported that the application of
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taught through a board game, as reported in Karbownik et al.’s55

study on the clinical pharmacology of antimicrobial drugs.
Likewise, the conceptual dimensional normalized gain of the
students pertinent to the conversion of the quantity of a
substance from a given unit to a mole unit averaged 0.89,
indicating a high level of learning achievement (Table 2). A
closer look at the conceptual dimensional normalized gain of
each of the students again reveals that 90% of them
demonstrated a high level of learning achievement (Figure
6b). These findings are likely to be attributable to the students’
repeated hands-on practice and resultant conceptual develop-
ment during the game playing session.46,56
Conversely, their conceptual dimensional normalized gain
pertinent to the conversion of the quantity of a substance from a
mole unit to a given unit equaled 0.65 indicating a moderate
level of achievement (Table 2). Examples of the correctly and
erroneously calculated answers with reverse mole conversion are
displayed in Table 3. It is worth noting that some of the students
made more than one error in calculation. In the present findings,
33% missed specifying units probably because they were
unaware of the significance of the unit. Separating units and
quantities can lead to calculation confusion.57 In addition, 31%
were found to specify conversion factor values or units or
substitute them inaccurately, possibly illustrating their incom-
plete acquisition of the conversion factor concept. Finally, 27%
committed general multiplication, division, and, to a smaller
extent, exponent calculation errors, while a mere 9% specified
initial quantity values and/or units incorrectly due to their
Figure 6. Individual students’ normalized gain, divided into (a) overall misinterpretation of the questions.
(questions 1−10), (b) the conversion of the quantity of a substance The normalized gain of each student (Figure 6c) revealed that
from a given unit to mole (questions 1−5), and (c) the conversion of
despite making some reverse calculation errors, slightly over half
the quantity of a substance from mole to a given unit (questions 6−10).
(59%) exhibited a high level of achievement in unit conversion
based on dimensional analysis. This lends support to Treher,58
games in the classroom would contribute to significantly higher
who postulates that an effective game enables players to apply
post-test scores and better achievement. The factors accounting
for such improvements may be the effective learning environ- recently introduced concepts in new circumstances or for novel
ment created through game-based learning in line with the purposes. The remaining 41% of the students showed a
constructivist theory and promoted through the interaction moderate to low level of achievement. This is attributed to
between one’s thought processes and others’.52 their limited experience with reverse mole conversion, as the
Thus, game-based learning may be a more worthwhile board game primarily focused on the forward conversion.
approach for enhancing learning achievement than conventional According to Zajchowski and Martin59 and Gulacar et al.,60
methods. Studies along these lines show significantly better low-achievement students are likely to rely on rote memo-
learning achievement in the former group than in the latter, such rization of formulas, while their high-achievement counterparts
as Alejandria et al.,53 which compared the effects of a board game tend to apply versatile problem-solving strategies. To develop
and a guide sheet in teaching the periodic table to secondary these, factors such as time, provision of examples, and
students during a one-month school lockdown, and Oji et al.,54 reinforcement of learning experience, motivation, and general
which evaluated the effects of a board game versus a traditional cognitive abilities are crucial. Another determinant of outcome
lecture on secondary students’ algebraic calculation skills. differences is background knowledge. Larson61 argues that the
Interestingly, while short-term knowledge retention is com- learning of mole calculation requires previous exposure to
parable between the two options, long-term knowledge proportional reasoning. Likewise, Lee and Chen62 discovered
retention is likely to be significantly better among students that in a game-based learning environment, students possessing

Table 2. Students’ Conceptual Dimensional Normalized Gain

Students’ average scores (Percentage
of the maximum possible score)b
Number of ⟨g⟩ (Levels of
Concepts questionsa Pre-test Post-test learning)
Conversion of the quantity of a substance in a given unit (g, L gas at STP, atom, and 5 2.07 (13.79%) 13.55 (90.34%) 0.89 (High)
molecule) to a mole unit
Conversion of the quantity of a substance from a mole unit to a given unit (g, L gas at 5 1.72 (11.49%) 10.34 (68.97%) 0.65 (Moderate)
STP, atom, and molecule)

a
Worth three points each. bThe maximum possible score equals 15.

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Table 3. Examples of the Questions with the Reverse Mole Conversion that Some Students Answered Correctly and Others
Incorrectly

more solid mathematical foundations were better able to handle Students’ Attitudes toward the Incorporation of the Mole
reasoning problems than weaker students. Conversion Board Game
As regards the special question to test their comprehension of Figure 7 presents the students’ attitudes toward the board game
the relationships between mole, mass, and number of particles, based on their completion of the close-ended section of the
all 29 students were able to justify their answers by spelling out questionnaire. A majority of the students (62−100%) rated all
19 statements positively. This favorable response suggests that
the intermediate steps in the conversion of the unit of a
the board game is an effective instructional tool for enhancing
substance from a molecular one first to mole and then to gram. their mole conversion ability by promoting self-discovery of
Examples of answers to the special questions can be found in the knowledge through repeated hands-on practices and creating an
Supporting Information. Of the total score of 4.00, the average enjoyable yet stimulating environment�a critical mechanic for
equaled 3.36 ± 0.60 with the highest and lowest standing at 4.00 sustaining engagement throughout a game playing session.34
However, 38% of the students negatively viewed the duration
and 2.00, respectively. When considered individually, 11 of the
of the board game. For example, 34% would like the game
students achieved the full score, while the rest demonstrated playing session to be longer than 60 min (open-ended section
satisfactory understanding of mole conversion despite still response). Notwithstanding their preference, the present
making minor errors, such as unit omission or miscalculation. version of the board game revealed that in 60 min, five out of
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Journal of Chemical Education pubs.acs.org/jchemeduc Article

Figure 7. Students’ attitudes toward incorporation of the board game in the classroom.

seven groups of students obtained the target score of 13, and The findings obtained from the Likert rating scale section of
their class normalized gain indicated a high level of learning the questionnaire are largely corroborated by those derived from
achievement. In other words, the length of the game-playing the open-ended section, as shown in the Supporting
session yielded a desirable outcome. Information. For example, a number of students felt that the
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J. Chem. Educ. 2024, 101, 1551−1563
Journal of Chemical Education pubs.acs.org/jchemeduc Article

board game involved simple rules, integrated an appealing game informative features. Also, positive outcomes concerning the
mechanic, and promoted learning by presenting complex board game in terms of students’ planning skills, self-discovery of
content in a simple manner and equipping them with planning knowledge, motivation, and engagement were realized. Thus, it
skills. A few made general recommendations for the improve- can be concluded that the incorporation of a board game as an
ment of the game rules, mechanics, or materials. educational tool should prove to be effective in the instructional
Apart from the aforementioned aspects, the students’ management of chemistry subjects.
enjoyment from and engagement in the board game were
assessed. Their ratings for the favorable statements were scored
following the Likert scale from 1 (strongly disagree) to 5
■ ASSOCIATED CONTENT
* Supporting Information
sı
(strongly agree). Conversely, their ratings to the unfavorable The Supporting Information is available at https://pubs.ac-
statements were reversely scored from 1 (strongly agree) to 5 s.org/doi/10.1021/acs.jchemed.3c01010.
(strongly disagree).63 Then their ratings of the statements were
individually averaged as the mean ratings before the grand mean Mole conversion board game (PDF)
ratings were calculated to reveal the central tendency of their Mole conversion board game: player board (PDF)
attitudes.64 As shown in Table 4, enjoyment was rated most Mole conversion board game manual (PDF)
Students’ responses to open-ended questions (PDF)
Table 4. Students’ Attitudes toward Enjoyment and Examples of correct and incorrect answers to the special
Engagement Derived from Playing the Board Game question (PDF)

Enjoyment
Statements

1. I found playing the board game enjoyable.

Mean ratings

4.69 ± 0.47
■ AUTHOR INFORMATION
Corresponding Author
2. I liked playing the board game. 4.45 ± 0.51 Tanita Sirirat − Faculty of Learning Sciences and Education,
3. I felt the board game made my class more interesting. 4.69 ± 0.66 Thammasat University, Pathum Thani 12121, Thailand;
4. I enjoyed the learning experience from playing the board 4.55 ± 0.57 orcid.org/0009-0003-1589-3366; Email: tanita.si@
game. lsed.tu.ac.th
Grand mean ratings 4.60 ± 0.55
Engagement Author
5. I felt that time flew while playing the board game. 4.62 ± 0.68 Amornrat Saithongdee − Faculty of Learning Sciences and
6. I wanted to continue playing the board game until the end. 4.62 ± 0.68 Education, Thammasat University, Pathum Thani 12121,
7. I found the board game boring.a 4.41 ± 0.63 Thailand
8. I was not sure about what I could or could not do in the board 3.38 ± 1.12 Complete contact information is available at:
game.a
9. I did not know why I should play the board game.a 4.52 ± 0.57
https://pubs.acs.org/10.1021/acs.jchemed.3c01010
Grand mean ratings 4.31 ± 0.74
a Notes
The unfavorable statements were reversely scored.
The authors declare no competing financial interest.

positively (4.60 ± 0.55), followed by engagement (4.31 ± 0.74).

This finding illustrates that the board game is effective in
■ ACKNOWLEDGMENTS
This study was supported by Thammasat University Research
creating an enjoyable and engaging environment. In a previous Fund, Contract No. TUFT 33/2565.
́ et al.65 found that the incorporation of a
study, Rodriguez-Ferrer
board game in the classroom could significantly promote
engagement, motivation, and class participation. Also, the
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