Exploratory Analysis of Student Characteristics Contributing to Improved Learning Outcomes in Gamified Organic Chemistry Education

In recent years, chemistry education using gamification has been introduced. Although many studies have been conducted in various countries, there have been few reports evaluating the characteristics of students that lead to higher learning outcomes. This study aimed to identify the factors influencing learning outcomes in gamified education of organic chemistry for pharmacy students. We implemented Game-ed., which is a four-stage online learning program that covers key topics in organic chemistry, including nomenclature, aromaticity, and acidity/basicity of organic compounds, simultaneously with regular coursework for pharmacy students at a private university in Japan. A questionnaire was administered to assess the perceptions of the students for organic chemistry and gaming. Cluster analysis was used to classify students based on their responses, and final examination scores in organic chemistry were compared between the Game-ed. intervention, and non-intervention groups. In addition, the relationships between final examination scores in organic chemistry and 12 explanatory variables were determined using partial least squares regression analysis. Students who reported frequent gaming habits and those who completed a greater number of stages in Game-ed. tended to achieve higher final exam scores. Conversely, game preference and baseline total test scores were negatively associated with performance. Notably, students with a self-reported lack of confidence in organic chemistry still achieved score improvements when expressing a positive impression toward the game. Chemistry education using gamification effect is moderated by learner characteristics, with habitual gaming and the number of stages completed emerging as key contributors to improved performance.