Abstract Gamification is a well-established strategy for increasing students’ motivation and engagement. With the aim of building a sense of community among incoming Chemistry undergraduates, we previously developed an interactive game, CHEMmunicate, where teams of students compete to draw organic structures using only yes/no questions. In addition to their social benefits, the sessions also had a positive influence on students’ learning of organic chemistry with “post-game discussions” of fundamental concepts in particular providing a useful tool for reinforcing and revising key material from the core lectures. In contrast to the rounds of CHEMmunicate, however, these informal, non-competitive discussions did not incorporate elements of gameplay and thus did not fully benefit from the well-established advantages of game-based learning. In this work, we have reimagined the “post-game discussion” element of the sessions, introducing competitive online quizzes alongside rounds of CHEMmunicate. Working in their teams, students compete to answer questions related to the molecules they have just drawn with points being awarded for giving the correct answers in the fastest time. Here, we provide information and tips for those interested in incorporating similar sessions into their own teaching practice. Moreover, through analysis of anonymous questionnaires and a focus group, insights into students’ experiences are discussed.
Navarro et al. (Wed,) studied this question.
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