Ludocognitive Resonance in Educational Games for Teaching Physics and Chemistry: Theoretical Foundation and Practical Guidelines for Pedagogically Meaningful Game Design

Abstract

In this article, the pedagogical potential of educational board games in the teaching of Physics and Chemistry is explored. The concept of ludocognitive resonance is introduced, referring to the highest degree of connection between the actions performed during the game and the intended learning outcomes, arguing that this connection enhances learning. Through the analysis of specific experiences, the advantages of designing games in which the various elements serve the learning objective are demonstrated. Finally, practical guidelines are proposed to achieve an effective integration between game design and the teaching of scientific content.