Abstract
A Quantitative Analysis Lab class was developed that began with 9 weeks of student preparation for the Quant Escape Game (QEG) where the students learned the fundamentals of quantitative analysis. The preparation was followed by the four-week QEG, an active-learning, cooperative-learning, and problem-based learning experience in which the students used their knowledge of the fundamentals of quantitative analysis to solve the given problems. Students reported that the game caused them to learn, thinking in advance all semester long instead of simply going through the motions. The students were motivated by the prospect of using the fundamental skills that they learned early in the class to solve a real, complex, and multistep problem as part of an escape game. The students enjoyed the independence the game afforded and the ability to strategize within a large team setting. The QEG was a way of motivating students to achieve course goals while providing a way for students to showcase their improved abilities and skills at the end of the semester.
Original language | English |
---|---|
Pages (from-to) | 2307-2312 |
Number of pages | 6 |
Journal | Journal of Chemical Education |
Volume | 98 |
Issue number | 7 |
DOIs | |
State | Published - Jul 13 2021 |
Externally published | Yes |
Keywords
- Analytical Chemistry
- Collaborative/Cooperative Learning
- Electrochemistry
- Humor/Puzzles/Games
- Laboratory Instruction
- Problem Solving/Decision Making
- Quantitative Analysis
- Spectroscopy
- Titration/Volumetric Analysis
- Upper-Division Undergraduate