Combining card games and laboratory practice to teach polymer reaction engineering to undergraduate students

Abstract

Given the contemporary challenges in chemical engineering education, innovative pedagogical approaches are essential for developing students' ability to apply fundamental scientific principles to complex problems. This study presents the implementation of a collaborative learning methodology that combines game-based learning with demonstrative practice to teach polymer science concepts, specifically polymerization, to undergraduate chemical engineering students. The approach integrates Vygotsky's sociointeractionist theory, emphasizing social interaction and mediation within the Zone of Proximal Development, with active learning strategies proven effective in engineering education. An educational card game focused on polymerization mechanisms was developed and coupled with a hands-on demonstrative synthesis of hydrogels. This dual approach combines the motivational aspects of games, e.g., immediate feedback, progressive challenges, and collaborative gameplay, while providing tangible evidence of theoretical principles through practical experimentation. Students worked in small teams to achieve optimal card combinations while exploring complex polymer reaction engineering concepts, followed by laboratory practice, allowing real-time observation and analysis of typical chain-growth reaction processes. Results demonstrate enhanced student engagement and improved understanding of key concepts associated with polymer structure, polymerization pathways, and introductory reactor design.