SYSTEMATIC LITERATURE REVIEW ON THE USE OF GAMIFICATION APPROACHES IN MASTERING THE PERIODIC TABLE OF ELEMENTS (CHEMISTRY)

Abstract

Gamification applications as tools, students can independently construct knowledge about the lesson content, surpassing the achievements obtained through conventional methods. Therefore, it is essential for studying gamification, especially on periodic tables of elements, as it is the backbone and crucial topic for chemistry. This article aims to explore the application of gamification in learning the Periodic Table of Elements in the timeframe spanning from 2019 to 2023. A systematic literature review was conducted, utilising online databases such as Scopus and Web of Science and relevant information on the subject. Specific keywords, including "Periodic Table," "Teaching Approach," and "Gamification," were used to search for studies related to the topic through online search engines. The study yielded relevant literature from 13 countries: Pakistan, Indonesia, Japan, Spain, the United States, Macedonia, Israel, Morocco, Brazil, Portugal, Croatia, Mexico, and Malaysia. The review's primary focus was to identify commonly used gamification methods and assess the impact of gamification in terms of motivation, academic achievement, and usability. The findings revealed that researchers frequently studied board games, digital cards, puzzles and Virtual Labs as the main gamification approaches. A comprehensive analysis of 27 literature review articles determined that motivation emerged as the primary impact examined in mastering the periodic table using a gamification approach. This study has significant implications for Chemistry teachers in the classroom, STEM researchers and the Teacher Education Division in Malaysia Education Ministry. By understanding learners’ preferences, educators can tailor their instructional approaches to meet the specific needs of their students.

Keywords: Gamification; Periodic table; Teaching Approach