Adopting a Gamified Approach of Conducting Viva Voce in an Undergraduate Lab Module

Abstract

A gamified approach toward Viva voce was implemented in a postlab activity to evaluate students in teams. In a game-show manner, students in teams of three select from an array of anonymized options to reveal a random question. They then chose one member of the team to answer. The assessor evaluated the team by the side instead of facing the students directly. The modified approach fostered collaboration among teammates and reduced stress felt by students in the Viva voce. This approach is effective because it removed the vis-a-vis presence of the assessor and reduced tension felt by students during the activity. We call this approach Viva la Vida.

How Partial Anonymity May Reduce Students’ Anxiety During Remote Active Learning─A Case Study Using Clubhouse

“…It was unsurprising to see that the participants indicated that they were less likely to disagree with their lecturers as compared to their peers. This is not surprising as a paper mentioned that the power distance in Singapore according to Hofstede Insights to be a high value of 74 (2011) . In Singapore schools, the learning tradition between learners and educators tends to follow a hierarchical structure which has been established in students from a young age .…”

“…This is not surprising as a paper mentioned that the power distance in Singapore according to Hofstede Insights to be a high value of 74 (2011). 55 In Singapore schools, the learning tradition between learners and educators tends to follow a hierarchical structure which has been established in students from a young age. 56 Furthermore, it was noted in the same paper that one student mentioned about being judged less favorably when they disagreed with the lecturer.…”

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“…The closest attempt was made by Segan where she incorporated the use of Gather for her bioengineering laboratory class . Gather has been shown to promote student interactions online, and chemistry laboratory sessions require a high level of student interactions. , Coupled with the positive feedback from a pilot session, Gather was carefully designed and implemented for the Jacobsen ligand synthesis experiment in CM3291 for Term III of the Academic Year of 2021–2022.…”

Supplementary Discourse - Forming an Online Learning Community with Asynchronous Discussions

“…While the digitization of education has brought about large benefits such as the flexibility and accessibility of classrooms, it does seem that in some classrooms, it is associated with some challenges. In particular, the digitization of education has been strongly associated with a decrease in both student–faculty and student–student interactions, due to various factors such as a long turnaround time for queries, an inability of instructors to read students’ nonverbal cues, and a lack of opportunities for peer interactions. ,, While digital classrooms are much more flexible than traditional classrooms, some educators also find a restriction in the pedagogical tools previously used, such as flipped classrooms and gamification. ,, Out of all the challenges that the digitization of education has faced, we feel that the decrease in social interactions is one of the most important.…”

“…2,6,7 While digital classrooms are much more flexible than traditional classrooms, 4 some educators also find a restriction in the pedagogical tools previously used, such as flipped classrooms and gamification. 2,8,9 Out of all the challenges that the digitization of education has faced, we feel that the decrease in social interactions is one of the most important.…”