![]() Male participants answered that both games are easy to play and females reported uncertainty only in ChemLab FPS (Likert scale 2.83). The participants played both games each one for about 15 minutes on average but the females played the SolubilityFPS game for less than 10 minutes on average. In the game SolubilityFPS males liked the graphics the most and girls preferred the actions, and in the ChemLab FPS game all preferred the actions. Males answered that both games may be useful for basic lessons in natural sciences at the high school level but females reported uncertainty. ![]() However, females reported uncertainty about whether the games helped them learn the topic (Likert scale 3.17 for SolubilityFPS and 3.33 for ChemLab FPS). All agree that both games are helpful for learning (for SolubilityFPS 3.59 and for ChemLab FPS 3.67). All responded that they would like to play the games again (3.52 on the Likert scale). From the survey the average result is that the participants enjoyed both games ChemLab FPS (4.0 on the Likert scale) and SolubilityFPS (3.81 on the Likert scale). The survey results for both games were very similar. From this data we were able to draw some results (see Tables 5 and 6). Since we were limited to two machines for running the 2 games (which require the Unreal Tournament license), our initial surveys were limited due to time constraints to just 27 participants-21 men and 6 women with ages ranging from 19 to 62 and average age 26. We found that the time for one participant to complete the experiment was between 20 and 30 minutes. The survey results were collated into a large table with a row per participant and a column per question indicating which answer each participant selected for each question. ![]() The questionnaires given out after the SolubilityFPS and ChemLab FPS games contain the same ten questions: the first six questions using a Likert scale from 1 to 5 (where 1 represents Strongly Disagree and 5 represents Strongly Agree) the next three questions have one answer choice from five distinct options and the last question is of free format where the participants could write their own comments (see Table 4). Subsequently the participants play the ChemLab FPS game and fill in a third questionnaire on their impressions of playing that game and whether they thought games like that would be useful for teaching in the classroom. ![]() Next the participants play the SolubilityFPS game and then fill in a second questionnaire on their impressions after playing. To run the tests we arranged for university students of various ages to fill in an initial questionnaire to know before the student plays the game whether he plays video games or not and if he plays FPS games. The player must record this information into his workbook answering the appropriate questions in that book. The player will see the colour of the precipitant and its chemical formula is displayed on the HUD (see Figure 3). When all the right quantities have been collected the screen displays a large beaker with the combined solutions and the chemical reaction completed. All of these quantities appear in the HUD of the game and vary according the number of monsters killed. To finish the game the player has to collect 200 mL of water, 20 gms of Na 2 SO 4, and 10 gms of PbCl 2. The monsters will have the color of the substance they metaphorically represent to easily recognize what substance is being collected every time that particular monster is killed. The metaphorical correspondences of this video game consist of representing the substances of water, PbCl 2 and Na 2 SO 4 with 3 di ff erent types of monsters (see Table 3). Again the player is expected to go into each room where armed monsters are located, and kill them. This game starts in a similar warehouse containing only ammunition and a few crates on the floor but now with 5 doors to rooms (four doors on the opposite side from where you start and one on the far side) and 2 empty beakers painted onto the HUD (see Figure 2).
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