Introduction to SynTactic©

Created by Mr. Low Kian Seh for and on behalf of the Ministry of Education, Singapore. The SynTactic© card game was created to be a more entertaining platform for students to practice organic synthesis for the ‘A’ Level syllabus. The splaying mechanism involved in this unique card game is to effectively engage the students in learning the content of organic synthesis due to its nature as a card game with elements of randomness, strategy, and competition.

About the Creator

Mr Low is currently teaching 'A' Level chemistry at one of the top junior colleges in Singapore. He is also a Masters student at the National University of Singapore. He enjoys playing games that involve strategic thinking, solving puzzles, and had worked as a freelance graphic designer when he was a student – all of which contribute to his latent interest in developing games in education, from gameplay to design.

Being passionate about teaching and desiring to make a difference, he had been contemplating pedagogy since he began his career in education, brainstorming ideas to better engage students using alternative media, especially in the area of educational games. Believing that the process of playing games can stimulate students' strategic and critical thinking, he created SynTactic©. He also has other game projects in development, all of which are educational games in the subject of chemistry.

Description of Approach

The pedagogical reasons behind the creation of SynTactic© are intricately linked to the following objectives:

1. Interest and motivation – Students are more motivated to complete a synthesis as part of a game where they get to compete with other students than if the same synthesis was given as part of a pen-and-paper exercise.

2. Subconscious learning - By having details of the reactants, products, reagents and conditions as well as the names of the relevant mechanisms written on the cards that the students will encounter in the course of the game, the students will be able to retain and internalize the information better.

3. Collaborative learning – During the course of the game, students have to constantly check on each other’s progress, and to verify if their opponents are on the right track (and hence closer to winning). In less competitive groups, students sometimes give ideas to one another, and often, student spectators of the game will also chip in advice. 

4. Higher-order conceptual thinking – To win the game, students actually have to conceive of multiple possible syntheses in order to either find the best route to complete the synthesis for the reactant and product they have, or decide which is the best reactant and product to fit the reagents and conditions they have, or a combination of both, which stretches their cognitive abilities.

Testimonials

"Extremely effective tool in the teaching of organic chemistry. It brings fun and excitement into learning and livens up the lesson. More importantly ‘IT WORKS’ in helping students remember their reactions. Also the insertion of mechanism and type of reactions in the cards was an indirect way of imparting more knowledge to the students. I would definitely insist all my students purchase a deck to help them master organic chemistry."
 
Aileen Nam, Senior Teacher ('A' Levels Chemistry)
 
"An innovative way of complementing the teaching of Organic Chemistry. As players get to receive different reagents and conditions game cards during the game, they have to be quick in applying their knowledge in order to finish the game. This helps them to integrate their learning better."
 
Goh Ai Lian, Head of Department (Student Welfare)
 
"I thought the game was quite interesting because there are a lot of areas you have to focus on, which makes it very challenging. It definitely helps me in my organic chemistry because throughout the few rounds we were playing the other time, it did help to learn from my own mistakes and from other people's steps I learn, different syntheses for these reactions. Yeah, so I thought it was very useful, and because it’s through a game, I thought it left a deeper impression in me, and it’s easier for me to remember these things in future."
 
Lau Zihui, 'A' Levels Chemistry Student (graduated in 2008)
 
"I think a game that’s based on something that’s very educational is fun in a sense that you can do your own revision as compared to trading card games that you actually don’t get to learn anything out of it. I think that SynTactic© is a very revolutionary idea, and can basically change the whole classroom teaching concept, to bring teaching out of the class, and I would encourage students to try the game itself."
 
Loh Suat Hong Gavin, 'A' Levels Chemistry Student (graduated in 2008)

Sales Contact

For sales enquiries, please contact us at syntactic@exorostudio.com