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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 Learning: To what extent did TP games foster Learning? During TP games…
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Fig4: Summary of student responses to the prompt Learning: To what extent did TP games foster Learning? During TP games…

Mentions: In response to the prompt Learning: To what extent did TP games foster learning? During TP games…at least 90 % of the respondents agreed or strongly agreed that they practiced applying theoretical knowledge to clinical scenarios, prioritized the concepts they needed to review, and made connections among complex concepts (Fig. 4). Ninety-one percent of the respondents agreed or strongly agreed that the variety of TP games played helped them stay interested and focused. Eighty-two percent of the respondents agreed or strongly agreed that they gained an interest in microbiology. Eighty percent of the respondents agreed or strongly agreed that they learned valuable concepts from more knowledgeable peers during the games. Opportunities for learning from peers included looking at the graphic results slide displayed after each question, team competitions with a single clicker, and peer teaching comparative link slides. Seventy-one percent of respondents agreed or strongly agreed they were challenged and stretched beyond their comfort level, the lowest positive response in the learning category. One learning subscale item on the survey showed a difference in responses between males and females. I prioritized the concepts I needed to review was ranked more positively by females (97.8 %) than by males (84.4 %), p = 0.030.Fig. 4


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 Learning: To what extent did TP games foster Learning? During TP games…
© Copyright Policy - open-access
Related In: Results  -  Collection

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

Fig4: Summary of student responses to the prompt Learning: To what extent did TP games foster Learning? During TP games…
Mentions: In response to the prompt Learning: To what extent did TP games foster learning? During TP games…at least 90 % of the respondents agreed or strongly agreed that they practiced applying theoretical knowledge to clinical scenarios, prioritized the concepts they needed to review, and made connections among complex concepts (Fig. 4). Ninety-one percent of the respondents agreed or strongly agreed that the variety of TP games played helped them stay interested and focused. Eighty-two percent of the respondents agreed or strongly agreed that they gained an interest in microbiology. Eighty percent of the respondents agreed or strongly agreed that they learned valuable concepts from more knowledgeable peers during the games. Opportunities for learning from peers included looking at the graphic results slide displayed after each question, team competitions with a single clicker, and peer teaching comparative link slides. Seventy-one percent of respondents agreed or strongly agreed they were challenged and stretched beyond their comfort level, the lowest positive response in the learning category. One learning subscale item on the survey showed a difference in responses between males and females. I prioritized the concepts I needed to review was ranked more positively by females (97.8 %) than by males (84.4 %), p = 0.030.Fig. 4

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.