Escape from Quant Lab: Using Lab Skill Progression and a Final Project to Engage Students

Hannah B. Musgrove, William M. Ward, Leslie A. Hiatt

Research output: Contribution to journalArticlepeer-review

7 Scopus citations

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 languageEnglish
Pages (from-to)2307-2312
Number of pages6
JournalJournal of Chemical Education
Volume98
Issue number7
DOIs
StatePublished - Jul 13 2021
Externally publishedYes

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

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