Games and learning: evaluation of a game-based middle school reproductive health curriculum

Gilliam, M.; Heathcock, Stephen; Dudley, James; Saper, Clifford B.; Jagoda, Patrick

doi:10.1016/j.contraception.2013.05.157

Cited by 1 publication

(2 citation statements)

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“…Game-based learning is being increasingly incorporated into the classroom setting, regardless of the age of learners (Gillam, Heathcock, Dudley, Saper, & Jagoda, 2013). There are reports of scavenger hunts used in various contexts with different learning objectives, including getting students acquainted with library materials (Maris, 1979), getting community partners to identify available resources (Virgin, Goodrow, & Duggins, 1996), having staff learn about physical locations of new hospital buildings (De Amaya, Canola, Guzman, & Martin, 2015), and introducing foundational pharmacological concepts and ethical concerns (Tinnon, 2014).…”

Section: Scavenger Huntsmentioning

confidence: 99%

“…Maris (1979) reported that the use of scavenger hunts increases students’ familiarity with physical objects and, at the same time, gets them acquainted with resource availability. Gillam et al (2013) published a short report of scavenger hunts applied to learning SRH in eight-graders, acknowledging that this is the only report of a scavenger hunt applied to SRH in an educational setting.…”

Section: Scavenger Huntsmentioning

confidence: 99%

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Contraceptives Scavenger Hunt: An Example of Experiential Learning in a Sexual and Reproductive Health College Class

Castillo

Lockhart

Oberne

et al. 2016

Pedagogy in Health Promotion

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Teaching sexual and reproductive health in general, and contraceptives in particular, presents instructors with diverse challenges. While instructors need to cover textbook concepts, the classroom setting does not offer much context for a significant, experiential learning opportunity. We have developed and implemented a Contraceptives Scavenger Hunt assignment, designed to facilitate experiential learning and put class concepts into real-life context. Students were provided with three groups of sexual and reproductive health items that were discussed in class (contraceptives for males, contraceptives for females, and other interesting items). They had to choose one item from each group and hunt for it in local stores, pharmacies, sex shops, and so on. They reported on their overall experience and identified barriers they would not have thought of in class (e.g., transportation, cost, ease of access). Variations to this activity, its implications for experiential learning, challenges to its implementation, and its impact on student learning outcomes were discussed.

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