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Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology.

Pettit RK, McCoy L, Kinney M, Schwartz FN - BMC Med Educ (2015)

Bottom Line: A significant majority of the respondents agreed or strongly agreed that the games were engaging, and an effective learning tool.Students clearly valued the engagement and learning aspects of gamified TP interactions.The methods described in this study may be useful for other educators wishing to expand the utility of ARS in their classrooms.

View Article: PubMed Central - PubMed

Affiliation: A. T. Still University, School of Osteopathic Medicine in Arizona, 5850 E. Still Circle, Mesa, AZ, 85206, USA. rpettit@atsu.edu.

ABSTRACT

Background: Higher education students have positive attitudes about the use of audience response systems (ARS), but even technology-enhanced lessons can become tiresome if the pedagogical approach is exactly the same with each implementation. Gamification is the notion that gaming mechanics can be applied to routine activities. In this study, TurningPoint (TP) ARS interactions were gamified and implemented in 22 large group medical microbiology lectures throughout an integrated year 1 osteopathic medical school curriculum.

Methods: A 32-item questionnaire was used to measure students' perceptions of the gamified TP interactions at the end of their first year. The survey instrument generated both Likert scale and open-ended response data that addressed game design and variety, engagement and learning features, use of TP questions after class, and any value of lecture capture technology for reviewing these interactive presentations. The Chi Square Test was used to analyze grouped responses to Likert scale questions. Responses to open-ended prompts were categorized using open-coding.

Results: Ninety-one students out of 106 (86 %) responded to the survey. A significant majority of the respondents agreed or strongly agreed that the games were engaging, and an effective learning tool. The questionnaire investigated the degree to which specific features of these interactions were engaging (nine items) and promoted learning (seven items). The most highly ranked engagement aspects were peer competition and focus on the activity (tied for highest ranking), and the most highly ranked learning aspect was applying theoretical knowledge to clinical scenarios. Another notable item was the variety of interactions, which ranked in the top three in both the engagement and learning categories. Open-ended comments shed light on how students use TP questions for exam preparation, and revealed engaging and non-engaging attributes of these interactive sessions for students who review them via lecture capture.

Conclusions: Students clearly valued the engagement and learning aspects of gamified TP interactions. The overwhelming majority of students surveyed in this study were engaged by the variety of TP games, and gained an interest in microbiology. The methods described in this study may be useful for other educators wishing to expand the utility of ARS in their classrooms.

No MeSH data available.


Summary of student responses to the prompt Look at the photographs of the different types of TP interactions. Please rate the extent to which each activity is engaging
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Fig2: Summary of student responses to the prompt Look at the photographs of the different types of TP interactions. Please rate the extent to which each activity is engaging

Mentions: During the survey, students were provided a single page with images of the various TP interactions. These were either examples of game elements and mechanics (Mystery Bug (Fig. 1b), Custom Correct Answer Indicator (Fig. 1b, 1h), MVP, Wagering (Fig. 1g), and Fastest Responder (Fig. 1c)), or they probed the variety incorporated into our TP interactions (Clearing up Misconceptions (Fig. 1h), Activating Previous Knowledge, Ranking Responses (Fig. 1i), Peer Teaching (Fig. 1e) and the Variety Provided by all of the Different Types of TP Interactions). In response to the prompt, Look at the photographs of the different types of TP interactions. Please rate the extent to which each activity is engaging, respondents indicated that the most engaging TP interactions were Mystery Bug, Clearing up Misconceptions and Activating Previous Knowledge (Fig. 2). At least 80 % of the respondents indicated that the Variety, the Ranking Responses and the Custom Correct Answer Indicator were very or somewhat engaging, and 74-79 % of the respondents found the Peer Teaching, MVP and Wagering slides very or somewhat engaging. The item with the lowest engagement ranking was Fastest Responder; 70 % of respondents found these interactions very or somewhat engaging. Six students wrote comments in response to the prompt Other Comments in this section of the survey: I love team games; TP is an awesome way to keep students engaged during lectures!; I love the custom correct answer indicator; TP allows me to stay connected to the lecture and solidifies the information that I learn; The mystery bug slides were the best!!! Helped clarify concepts and focus my studying; Love the TP activities! Thanks for putting in the time/effort to make these activities!Fig. 2


Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology.

Pettit RK, McCoy L, Kinney M, Schwartz FN - BMC Med Educ (2015)

Summary of student responses to the prompt Look at the photographs of the different types of TP interactions. Please rate the extent to which each activity is engaging
© Copyright Policy - open-access
Related In: Results  -  Collection

License 1 - License 2
Show All Figures
getmorefigures.php?uid=PMC4477320&req=5

Fig2: Summary of student responses to the prompt Look at the photographs of the different types of TP interactions. Please rate the extent to which each activity is engaging
Mentions: During the survey, students were provided a single page with images of the various TP interactions. These were either examples of game elements and mechanics (Mystery Bug (Fig. 1b), Custom Correct Answer Indicator (Fig. 1b, 1h), MVP, Wagering (Fig. 1g), and Fastest Responder (Fig. 1c)), or they probed the variety incorporated into our TP interactions (Clearing up Misconceptions (Fig. 1h), Activating Previous Knowledge, Ranking Responses (Fig. 1i), Peer Teaching (Fig. 1e) and the Variety Provided by all of the Different Types of TP Interactions). In response to the prompt, Look at the photographs of the different types of TP interactions. Please rate the extent to which each activity is engaging, respondents indicated that the most engaging TP interactions were Mystery Bug, Clearing up Misconceptions and Activating Previous Knowledge (Fig. 2). At least 80 % of the respondents indicated that the Variety, the Ranking Responses and the Custom Correct Answer Indicator were very or somewhat engaging, and 74-79 % of the respondents found the Peer Teaching, MVP and Wagering slides very or somewhat engaging. The item with the lowest engagement ranking was Fastest Responder; 70 % of respondents found these interactions very or somewhat engaging. Six students wrote comments in response to the prompt Other Comments in this section of the survey: I love team games; TP is an awesome way to keep students engaged during lectures!; I love the custom correct answer indicator; TP allows me to stay connected to the lecture and solidifies the information that I learn; The mystery bug slides were the best!!! Helped clarify concepts and focus my studying; Love the TP activities! Thanks for putting in the time/effort to make these activities!Fig. 2

Bottom Line: A significant majority of the respondents agreed or strongly agreed that the games were engaging, and an effective learning tool.Students clearly valued the engagement and learning aspects of gamified TP interactions.The methods described in this study may be useful for other educators wishing to expand the utility of ARS in their classrooms.

View Article: PubMed Central - PubMed

Affiliation: A. T. Still University, School of Osteopathic Medicine in Arizona, 5850 E. Still Circle, Mesa, AZ, 85206, USA. rpettit@atsu.edu.

ABSTRACT

Background: Higher education students have positive attitudes about the use of audience response systems (ARS), but even technology-enhanced lessons can become tiresome if the pedagogical approach is exactly the same with each implementation. Gamification is the notion that gaming mechanics can be applied to routine activities. In this study, TurningPoint (TP) ARS interactions were gamified and implemented in 22 large group medical microbiology lectures throughout an integrated year 1 osteopathic medical school curriculum.

Methods: A 32-item questionnaire was used to measure students' perceptions of the gamified TP interactions at the end of their first year. The survey instrument generated both Likert scale and open-ended response data that addressed game design and variety, engagement and learning features, use of TP questions after class, and any value of lecture capture technology for reviewing these interactive presentations. The Chi Square Test was used to analyze grouped responses to Likert scale questions. Responses to open-ended prompts were categorized using open-coding.

Results: Ninety-one students out of 106 (86 %) responded to the survey. A significant majority of the respondents agreed or strongly agreed that the games were engaging, and an effective learning tool. The questionnaire investigated the degree to which specific features of these interactions were engaging (nine items) and promoted learning (seven items). The most highly ranked engagement aspects were peer competition and focus on the activity (tied for highest ranking), and the most highly ranked learning aspect was applying theoretical knowledge to clinical scenarios. Another notable item was the variety of interactions, which ranked in the top three in both the engagement and learning categories. Open-ended comments shed light on how students use TP questions for exam preparation, and revealed engaging and non-engaging attributes of these interactive sessions for students who review them via lecture capture.

Conclusions: Students clearly valued the engagement and learning aspects of gamified TP interactions. The overwhelming majority of students surveyed in this study were engaged by the variety of TP games, and gained an interest in microbiology. The methods described in this study may be useful for other educators wishing to expand the utility of ARS in their classrooms.

No MeSH data available.