Online Chemistry Crossword Puzzles prior to and during COVID-19: Light-Hearted Revision Aids That Work

Pearson, Russell J.

doi:10.1021/acs.jchemed.0c00645

Cited by 14 publications

(20 citation statements)

References 35 publications

(81 reference statements)

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“…In the case of da Silva et al ( 2021), 44 pharmacy undergraduate students were included. In the studies done by D'Angelo (2020) and Fontana (2020), all the students belonged to the same classroom, whereas 132 first-year and 120 second-year undergraduate pharmacy students participated in the study of Pearson (2020). Nevertheless, the main weakness comes from the predominant use of subjective procedures to assess learning outcomes.…”

Section: Chemistry Learningmentioning

confidence: 99%

Gamification as Online Teaching Strategy During COVID-19: A Mini-Review

2021

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The ongoing pandemic caused by coronavirus disease 2019 (COVID-19) has enforced a shutdown of educative institutions of all levels, including high school and university students, and has forced educators and institutions to adapt teaching strategies in a hasty way. This work reviews the use of gamification-based teaching during the pandemic lockdown through a search in Scopus, PsycINFO, ERIC, and Semantic Scholar databases. A total of 11 papers from Chemistry, Business, Computer Science, Biology, and Medical areas have been identified and included in the present work. All of them analyzed the use of gamification strategies during the COVID-19 pandemic and assessed student’s learning and motivation outcomes. In general, students reported that gamification was innovative, engaging, and an efficient strategy to deliver curricula material; moreover, it was perceived as a fun activity. Some students reported that gamified videoconferences aided to connect with their classmates during isolation time providing effective social support. However, some students reported a bad physical or psychological condition, as consequence of the confinement, and did not get involved in the activity. Some weaknesses of the reviewed studies are the small sample size and its homogeneity, which makes it difficult to generalize their results to other scenarios and academic areas. Furthermore, although there is a feeling of learning during the activity, this result is mainly based on subjective perceptions, and any of the studies demonstrated that superior learning was achieved in comparison with traditional teaching strategies. Nevertheless, gamification can be implemented together with traditional lectures and can be a valuable instrument during post-COVID times.

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Section: Chemistry Learningmentioning

confidence: 99%

Gamification as Online Teaching Strategy During COVID-19: A Mini-Review

2021

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“…Similarly, only around half of the pharmacy students (or a slightly more than half of the students in some cases) manifested positive perceptions on specific online courses during the COVID-19 pandemic (e.g., an anatomy and histology course; a virtual microbiology simulation; chemistry crossword puzzles as revision aids) [7,[44][45][46]. Moreover, students' understanding may have been affected in one study [7], and knowledge acquisition was not statistically different between both settings (i.e., in-person vs. online education) in another study [43].…”

Section: Studies Related To the Involvement Of Pharmacy Students In S...mentioning

confidence: 99%

Perceptions of Pharmacy Students on the E-Learning Strategies Adopted during the COVID-19 Pandemic: A Systematic Review

Pires

2022

Pharmacy

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Background: E-learning strategies were globally adopted by academies because of the COVID-19 pandemic. The characterization of students’ perception of online learning is fundamental to design appropriate models for pharmacy curricula. The study aim was to carry out a systematic review about the perception of pharmacy students on the e-learning strategies adopted during the COVID-19 pandemic. Methods: The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) checklist was followed. PICOS criteria were applied. Five databases were screened: PubMed, Cochrane Library, DOAJ—Directory of Open Access Journals, SciELO—Scientific Electronic Library Online and b-on—Online Library of knowledge (Biblioteca do conhecimento online). Keywords: “pharmacy and (distant or remote or e-learning or online or zoom or education or training or digital) and (COVID or SARS and (student or undergraduate) and (opinion or satisfaction or perception or attitude)”. Results: 23 out of 176 papers were selected (28 duplicated and 125 excluded). Selected papers were classified, as follows: studies exclusively involving pharmacy students (n = 8); studies simultaneously involving pharmacy students and other healthcare students (n = 6); and studies related to the involvement of pharmacy students in specific courses (n = 9). Conclusions: In general, the perception of pharmacy students on e-learning strategies adopted during the COVID-19 pandemic was positive. However, an expressive proportion of undergraduates reported negative issues about online education, which seems to support the necessity of optimizing e-learning strategies in the future.

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“…In the paper by Pearson (2002), the authors examined the use of crossword puzzles after a distance lecture during the Covid-19 pandemic to help revise chemistry material in first-and second-year students. The results showed that students accepted crossword puzzles as a form of active learning, that they found them useful and that it was desirable to apply them more in teaching (Pearson, 2020).…”

Section: Chemistry Education During the Covid-19 Pandemicmentioning

confidence: 99%

Distance Teaching of Chemistry During the Covid-19 Pandemic: Challenges and Solutions

Нинковић

Adamov

2022

TEME

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The aim of this paper was to examine the opinion of chemistry teachers on distance learning realized during the COVID-19 pandemic in the period from March 17 to June 15, 2020. The sample includes 75 primary and secondary school chemistry teachers. The results show that the third of teachers and students followed the teaching contents in chemistry that were broadcast on the channels of the Public Media Service of Serbia. Most teachers realized distance learning using the Google classroom, using teaching materials that they created in the form of presentations, videos and tests, while communication with students and parents was mostly reduced to Viber and social networks. Chemistry teachers had difficulties during the planning and preparation of teaching materials, but also during the assessment which, in the opinion of most teachers, was not objective. The paper presents the suggestions of teachers in order to improve the assessment process. The general attitude and satisfaction of chemistry teachers about the realized teaching is divided - while some teachers are very satisfied, others are dissatisfied. Chemistry teachers have clearly pointed out the need for professional training in the field of making materials for distance learning, working with software and platforms for the implementation of teaching itself, but also in the field of methodological training and preparation for distance learning.

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Online Chemistry Crossword Puzzles prior to and during COVID-19: Light-Hearted Revision Aids That Work

Cited by 14 publications

References 35 publications

Gamification as Online Teaching Strategy During COVID-19: A Mini-Review

Gamification as Online Teaching Strategy During COVID-19: A Mini-Review

Perceptions of Pharmacy Students on the E-Learning Strategies Adopted during the COVID-19 Pandemic: A Systematic Review

Distance Teaching of Chemistry During the Covid-19 Pandemic: Challenges and Solutions

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