Using a word game to test physiology comprehension

Carew, Mark

doi:10.1152/advan.00058.2018

Cited by 5 publications

(2 citation statements)

References 3 publications

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“…3). Therefore, it is unclear whether the iM-tool is better or worse than other educational nonmodel-based activities such as the use of software, games and web-based learning (15,(21)(22)(23)(24)(25)(26)(27)(28), scientific articles (22,29,30), flipped jigsaw activity (16), guided practices (31,32), peer discussion, and problem-based learning (31,33). Newman et al (5) have already demonstrated that students exposed to physical model-based activities (similar to iM-tool) had higher learning gains on Central Dogma concepts than those exposed to other nonmodel-based activities.…”

Section: Future Studies and Perspectivesmentioning

confidence: 99%

“…Active learning approaches improve student engagement, learning, motivation, autonomy, curiosity, interaction, attention, and performance (5,(17)(18)(19)(20). A variety of active learning tools such as software, games, and web-based learning (15,(21)(22)(23)(24)(25)(26)(27)(28), scientific articles (22,29,30), flipped jigsaw activities (16), guided practices (31,32), problem-based learning (31,33), and physical models (11,(34)(35)(36)(37)(38) have been used to improve biochemistry, cell metabolism, and physiology knowledge of students in a small, medium, and large-group classroom setting.…”

Section: Introductionmentioning

confidence: 99%

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Interactive Metabolism, a simple and robust active learning tool that improves the biochemistry knowledge of undergraduate students

França

Campos

2021

Advances in Physiology Education

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Advances in physiology and other fields are strongly associated with a solid base knowledge of biochemistry and cell metabolism. On the other hand, the complex and abstract nature of metabolic pathways, the traditional lecture method, and other factors made the teaching-learning process of biochemistry a challenging endeavor. To overcome this, we developed and tested a novel active learning tool called Interactive Metabolism ( iM-tool). The iM-tool was developed with simple and low-cost materials. We used it for interactive teaching of several metabolic pathways and physiological mechanisms for students enrolled in the Biochemistry subject belonging to different undergraduate courses. The results of evaluation tests showed that the iM-tool significantly (ANOVA, P < 0.01) and consistently improved the biochemistry knowledge of students in classrooms with up to 50 students for 7 different and consecutive academic semesters. A survey intended to mine students’ opinions on the tools showed significant satisfaction with the teaching using the iM-tool over traditional lecture-based teaching, and the iM-tool contributed to collaborative learning among students. Therefore, our results showed that the iM-tool improves the biochemistry and cell metabolism teaching-learning process in a more attractive and interactive manner.

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Section: Future Studies and Perspectivesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Interactive Metabolism, a simple and robust active learning tool that improves the biochemistry knowledge of undergraduate students

França

Campos

2021

Advances in Physiology Education

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Cracking the code: using educational gaming for high-level thinking in physiology education

Roberts,

Johnson,

Dyhr

2024

Advances in Physiology Education

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The multidisciplinary nature of Physiology requires students acquire, retain, apply and evaluate knowledge from different scientific disciplines. Optimal learning techniques, such as active learning, interleaving topics and conditions, and recall, can greatly enhance the speed and effectiveness by which students achieve this type of higher-order thinking. However, developing and implementing optimal learning techniques in the classroom can be both time-intensive and challenging for the instructor. In addition, students may be resistant or slow to accept novel learning processes. One way to potentially introduce these learning techniques in a fun and engaging way is through Gamification, or using game design elements in non-game contexts. In this paper we present an easy-to-implement adaptation of the Codenames board game for the Physiology classroom. The activity requires minimal preparation while addressing high-level learning outcomes. Post-intervention surveys of students were collected from students in three different health-related academic programs, both graduate and undergraduate, at two different institutions. Results suggest that participating in the activity both actively engaged the students and pushed them toward high-level, integrative thinking regardless of class-level.

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The Effect of Using Educational Games in Teaching Kingdoms of Living Things

Selvi¹,

Çoşan²

2018

ujer

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This study aims to investigate the effects of using scientific educational games in teaching Kingdoms of Living Things on students' academic achievement and retention of knowledge. The study also assessed students' perceptions of these educational games. 68 ninth grade students constitute the study group of this research. In the school in which the instruction was carried out two ninth grade classes were randomly assigned as experimental group and control group. The implementation of the study lasted seven weeks as three lesson hours per week. The same method of lecturing was carried out in the experimental and control groups. Review of the topics was made by researcher through the question-answer method and giving the activities in the textbook as homework in the control group. In the experimental group, educational games were used to review, reinforce and assess the topics. At the end of the study the score of posttest and the retention test implemented six month after showed a significant difference in favor of experimental group. The results put forth that educational games enhance students' achievement and are an effective tool in providing the retention of new knowledge. Within the scope of the study, the experimental group students' views on the use of educational games were obtained at the end of implementation, which were generally positive. The students found the games informative, entertaining and reinforcing their learning, and stated that they are effective in enabling the retention of new knowledge, promoting collaboration with their peers, and increasing their interest and motivation for learning.

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Using a word game to test physiology comprehension

Cited by 5 publications

References 3 publications

Interactive Metabolism, a simple and robust active learning tool that improves the biochemistry knowledge of undergraduate students

Interactive Metabolism, a simple and robust active learning tool that improves the biochemistry knowledge of undergraduate students

Cracking the code: using educational gaming for high-level thinking in physiology education

The Effect of Using Educational Games in Teaching Kingdoms of Living Things

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