Enhancing Joyful Learning through Digital Game Media: The Pre-service Chemistry Teachers^ Perspectives Putu Anindita Widhiya Putri (a*), Sri Yamtinah (a), Ari Syahidul Shidiq (a), Mohammad Masykuri (a), Agung Nugroho Catur Saputro (a), and Maria Ulfa (a)
(a) Department of Chemistry Education, Universitas Sebelas Maret, Surakarta, Indonesia
*putu.anindita[at]staff.uns.ac.id
Abstract
This pilot project investigates the perspectives of pre-service chemistry teachers on joyful learning through the integration of digital educational games in chemistry instruction. In the context of increasingly technology-driven classrooms and the learning preferences of digital-native students, the role of engaging, interactive tools in science education is more critical than ever. Previous systematic reviews identified five major categories of chemistry-related educational games that have been developed and evaluated for instructional purposes. However, the acceptance and readiness of future educators to adopt such tools remain underexplored.
In this study, pre-service chemistry teachers were exposed to excerpts from five selected chemistry games, each paired with illustrative scenarios of classroom implementation. They then completed a revised perception questionnaire comprising 13 Likert-scale items, administered via Google Form. Participants were chemistry education students from Universitas Sebelas Maret in Indonesia.
Preliminary findings indicate that most participants held favorable views regarding the use of digital games in chemistry learning. They highlighted benefits such as increased student engagement, improved motivation, and enhanced conceptual understanding. Importantly, participants recognized the potential of educational games to transform traditionally abstract and difficult chemistry content into more accessible and enjoyable learning experiences.
This study underscores the urgent need to equip future educators with the skills and confidence to incorporate digital innovations into science teaching. It also contributes to the growing discourse on digital game-based learning as a viable pedagogical strategy. The results may inform future research, curriculum design, and policy decisions aimed at fostering more effective and joyful learning environments in chemistry education.
Keywords: chemistry educational games- deep learning- digital learning media- joyful learning- teacher perception
