Mosala, TisetsoMathabathe, Kgadi ClarrieTekane, Rethabile2025-09-172025-09-172025-04Mosala, T., Mathabathe, K. & Tekane, R. 2025, 'Learning organic chemistry on the go : chemical engineering students’ perceptions of Chirality 2 app as a learning support', Journal of Chemical Education, vol. 102, no. 4, pp. 1410–1417, doi : 10.1021/acs.jchemed.4c01470.10.1021/acs.jchemed.4c014700021-9584 (print)1938-1328 (online)http://hdl.handle.net/2263/104358Although the use of mobile-based learning applications in organic chemistry is rising, limited studies have evaluated their effectiveness as learning supports. This study presents a phenomenographic investigation into the evaluation of using the Chirality 2 app as a learning support in a first-year chemical engineering organic chemistry course in a South African University context. An open-ended questionnaire was used to probe students’ perceptions of the course and their suggestions regarding improving the Chirality 2 app. The findings revealed that students used the app to practice, revise, and test their understanding of organic chemistry concepts in preparation for class tests. Although the students liked the Chirality 2 app for providing immediate feedback, they also expressed dissatisfaction with the lack of detailed feedback for the incorrect answers, and the fact that they were restricted only to multiple-choice questions. The study offers valuable insights into the potential use of gaming apps as equitable learning tools to support organic chemistry students in diverse and resource-limited environments.en© 2025 The Authors. Published by American Chemical Society and Division of Chemical Education, Inc. This publication is licensed under CC-BY 4.0 .StructureMolecular propertiesStudent centered learningChemical engineeringIndustrial chemistryChiralityFunctional groupsOrganic chemistryStudentsGeneral PublicHigh-SchoolOrganic chemistryHands-on LearningManipulativesHumorPuzzlesGamesIntroductory chemistryArticle