“…Dixson (2010) found no differences in engagement outcomes between students participating in a range of engagement activities, including use of a chat function, quizzes, and discussion forums. One recent study reported on the implementation of a course-related Bingo game ("Biofluid Mechanics Bingo") in a 3-year level biomedical engineering core course (Dorfner & Zakerzadeh, 2021). Survey results showed that 68% of students reported being more likely to ask questions and to participate during a remote class in which the game was played.…”
Section: Engagement Activities In Online Coursesmentioning
Engaging students during class is among the most common challenges facing instructors and is especially challenging for instructors in online synchronous classes. In online classes students may be distracted by their cell phones or other personal devices or may simply have difficulty maintaining attention to a screen for an extended length of time. The present study examined the learning benefits of incentivized in-class activities to engage student attention (Attendance Checks) and engagement with class material (Mastery Quizzes, Brief Writing Assignments). These brief interventions can be easily integrated during online classes. A randomized alternating treatments design within two introductory psychology courses was employed to compare student performance on exam content associated with classes with in-class activities with those without activities (teaching-as-usual, no-activity control). Results showed that students performed significantly better on exam content associated with classes incorporating attendance checks and brief writing assignments than a no-activity control. Mastery quizzes failed to yield a significant learning benefit in comparison to the control condition. We also found moderator effects, such that in-class activities were generally stronger on test items tied directly to concepts discussed in class than on test items on the same topical area drawn from textbook material but not directly discussed in class.
“…Dixson (2010) found no differences in engagement outcomes between students participating in a range of engagement activities, including use of a chat function, quizzes, and discussion forums. One recent study reported on the implementation of a course-related Bingo game ("Biofluid Mechanics Bingo") in a 3-year level biomedical engineering core course (Dorfner & Zakerzadeh, 2021). Survey results showed that 68% of students reported being more likely to ask questions and to participate during a remote class in which the game was played.…”
Section: Engagement Activities In Online Coursesmentioning
Engaging students during class is among the most common challenges facing instructors and is especially challenging for instructors in online synchronous classes. In online classes students may be distracted by their cell phones or other personal devices or may simply have difficulty maintaining attention to a screen for an extended length of time. The present study examined the learning benefits of incentivized in-class activities to engage student attention (Attendance Checks) and engagement with class material (Mastery Quizzes, Brief Writing Assignments). These brief interventions can be easily integrated during online classes. A randomized alternating treatments design within two introductory psychology courses was employed to compare student performance on exam content associated with classes with in-class activities with those without activities (teaching-as-usual, no-activity control). Results showed that students performed significantly better on exam content associated with classes incorporating attendance checks and brief writing assignments than a no-activity control. Mastery quizzes failed to yield a significant learning benefit in comparison to the control condition. We also found moderator effects, such that in-class activities were generally stronger on test items tied directly to concepts discussed in class than on test items on the same topical area drawn from textbook material but not directly discussed in class.
“…4 We have previously elaborated on these elements to implement an academic game in an online biomedical engineering course to improve motivation through the engagement. 12 In this study, we ensure that the aforementioned sequential phases are addressed to create a game for course evaluation. Figure 1 Overview of steps for academic game for evaluation including game preparation (top), Pictionary as a part of exam review session and a crossword puzzle as a part of a classic test (middle), as well as assessment of the gamified activity using student feedback survey.…”
Section: Novel Initiativementioning
confidence: 99%
“…Students who mark 5 keywords in the same horizontal, vertical, or diagonal row call out the word “Bingo”. We have previously presented a tutorial for the implementation of Bingo using different gameplay in BME classrooms 12 and we refer interested readers to this reference for additional details.…”
Section: Novel Initiativementioning
confidence: 99%
“…The questions for this portion of the survey are taken from the established engagement-disengagement scale 17 , 19 that are designed to assess various aspects of student motivation and engagement styles, such as emotional, cognitive, and behavioral. Interested reader is referred to 10 and 12 for a description of each of these engagement categories.…”
Section: Evaluation and Reflectionmentioning
confidence: 99%
“…4 We have previously elaborated on these elements to implement an academic game in an online biomedical engineering course to improve motivation through the engagement. 12 In this study, we ensure that the aforementioned sequential phases are addressed to create a game for course evaluation.…”
This paper identifies an opportunity to integrate gamification in undergraduate biomedical engineering (BME) classrooms to alleviate student test anxiety and promote student perception of their academic performance. Gamification is a popular educational strategy that does not appear to be widely explored or adopted in higher education, particularly in a BME setting. This study proposes methods for the development, implementation, and evaluation of academic games and provides concrete practices and detailed instruction in which games can be used as an alternative to a traditional exam to support student mental health. The reflection provides the feedback received from students which demonstrates a balanced view of using game-based activities for tests and evaluations, cautiously optimistic based on the initial positive attitude seen from students.
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