Keyword: «game mechanics»

Modern challenges of natural science education are caused by the persistent fragmentation of chemical knowledge among applicants and students, formed by examination-oriented training and high abstractness of the subject. This does not contribute to the development of holistic objective thinking, increases learning anxiety and reduces cognitive motivation. Therefore, there is a need for specialized tools capable of transforming complex theoretical abstractions into visual modeling actions for a deep understanding of chemical patterns through practice, rather than through mechanical memorization of formulas and algorithms. The purpose of the work is to develop and methodically substantiate the author's original series of educational board games in chemistry, in which game mechanics serve as a metaphor for fundamental chemical laws, as well as to determine the minimum sufficient level of resource investment for their creation. The research was implemented in the design of iterative qualitative observation in the period 2021-2025. The empirical base consisted of more than 300 respondents of various age and educational categories. The key methodological principle of development is the self-sufficiency of game mechanics. The thematic blocks cover the most problematic sections of the course: the periodic system, atomic structure, organic nomenclature, stoichiometry, and electrochemistry. The rules of the games directly model scientific patterns, ensuring the learning of the material and a built-in system of self-correction of errors during repeated game cycles without external methodological support. The effectiveness assessment was based on qualitative indicators: verbal markers, the dynamics of reducing typical errors, and willingness to repeat sessions. The multi-stage testing confirmed the high diagnostic and formative function of the developed tools. Games effectively and objectively identify typical gaps in knowledge, ensure their independent correction through the internal logic of the rules, significantly reduce learning anxiety and form a stable internal motivation. A qualitative shift in students from generative reproduction to the causal justification of chemical processes has been recorded, while the fundamental feasibility of the approach in conditions of limited copyright resources has been proved. A promising transition from fragmentary didactic manuals to system gaming environments is theoretically substantiated, and key design principles are formulated. Practically developed games are ready-to-scale tools for implementation in the educational process of schools and universities, reducing the burden on teachers while filling basic gaps and providing a step-by-step, conscious development of subject thinking in chemistry.