Abstract:
This paper presents empirical research of a qualitative nature that shows how the didactic game mobilizes the attention and emotion of the students in the chemistry classroom in higher education. The theoretical framework used in the article is historical-cultural psychology. As a result, the survey shows that the game allows students to become more aware of the content than in an ordinary class, since the situation of rules and freedom within this playful activity keeps the student aware of the scientific content and its development. In the case of emotion, we can see that the game can have an emotional impact on students to help them recognize their ability to learn science and leave the content easier to understand and remember.
Keywords:
Playfulness; Games; Chemistry teaching; Historical-cultural psychology; Higher education