Experiential Learning in Chemistry Education: The Case of REDOX Reactions

This study investigates the impact of gamification and experiential learning on chemistry education, specifically in teaching chemical kinetics and oxidation-reduction (REDOX) reactions to engineering students. The primary objective is to assess whether these methodologies enhance conceptual understanding and student engagement compared to traditional teaching approaches. The research involved 48 first-year engineering students, divided into two groups of 24. A gamified learning experience was designed, where students built and competed with electrochemical mini-cars powered by a clock reaction functioning as an ON/OFF system. Pre- and post-assessments were conducted to evaluate improvements in conceptual comprehension, while engagement was measured using a structured rubric addressing teamwork, problem-solving, and active participation. The findings indicate a 22% improvement in students' understanding of reaction rate calculations and the relationship between chemistry and electrochemical applications. Additionally, students demonstrated enhanced problem-solving skills in the STEM (Science, Technology, Engineering, and Mathematics) area and collaborative competencies, reinforcing the effectiveness of gamification and experiential learning. These results underscore the potential of integrating interactive and competitive methodologies to provide more meaningful learning by bridging theoretical concepts with hands-on applications, preparing students for interdisciplinary challenges in engineering and applied sciences.