Fun, collaboration and formative assessment: Skinquizition, a class wide gaming competition in a medical school with a large class

Schlegel, Elisabeth; Selfridge, Nancy J.

doi:10.3109/0142159x.2014.888409

Cited by 21 publications

(16 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The students who experienced the online lecture had higher long‐term recognition scores than those who experienced the face‐to‐face lecture. This finding not only supports previous research that found technology enhanced student learning 23 but also extends the research by identifying specific areas of learning: recognition and long‐term learning. No differences were observed, however, in terms of levels of recognition such as knowledge, comprehension, or application.…”

Section: Discussionsupporting

confidence: 89%

Assessing the Impact of Voice‐Over Screen‐Captured Presentations Delivered Online on Dental Students’ Learning

Schönwetter

Gareau-Wilson

Cunha

et al. 2016

Journal of Dental Education

View full text Add to dashboard Cite

The traditional lecturing method is still one of the most common forms of delivering content to students in dental education, but innovative learning technologies have the potential to improve the effectiveness and quality of teaching dental students. What challenges instructors is the extent to which these learning tools have a direct impact on student learning outcomes. The aim of this study was to assess the impact of a voice-over screen-captured learning tool by identifying a positive, nil, or negative impact on student learning as well as student engagement (affective, behavioral, and cognitive) when compared to the traditional face-to-face lecture. Extraneous variables thought to impact student learning were controlled by the use of baseline measures as well as random assignment of second-year dental students to one of two teaching conditions: voice-over screencaptured presentation delivered online and the traditional classroom lecture. A total of 28 students enrolled in the preclinical course in endodontics at a Canadian dental school participated in the study, 14 in each of the two teaching conditions. The results showed that, in most cases, the students who experienced the online lecture had somewhat higher posttest scores and perceived satisfaction levels than those in the face-to-face lecture group, but the differences did not achieve statistical significance except for their long-term recognition test scores. This study found that the students had comparable learning outcomes whether they experienced the face-to-face or the online lecture, but that the online lecture had a more positive impact on their long-term learning. The controls for extraneous variables used in this study suggest ways to improve research into the comparative impact of traditional and innovative teaching methods on student learning outcomes.

show abstract

Section: Discussionsupporting

confidence: 89%

Assessing the Impact of Voice‐Over Screen‐Captured Presentations Delivered Online on Dental Students’ Learning

Schönwetter

Gareau-Wilson

Cunha

et al. 2016

Journal of Dental Education

View full text Add to dashboard Cite

show abstract

“…Literature regarding gamification of TP is scarce. Very recently, Schlegel and Selfridge [ 38 ] reported the use of audience response technology to implement a team review game on the last day of a Dermatology course. The authors state that the game promoted learning and student satisfaction, but no data are provided.…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2015

View full text Add to dashboard Cite

BackgroundHigher 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.MethodsA 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.ResultsNinety-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.ConclusionsStudents 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.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-015-0373-7) contains supplementary material, which is available to authorized users.

show abstract

“…With emerging digital technology, new forms of feedback have become available in the past decade. Apart from the traditional words and verbal signals as the forms of feedback, new forms such as visual portfolios, in which the learners self-select the images that they produce during their daily activities on the high-fidelity 3D human heart simulator for the undergraduate level health care sciences students (Yoders, 2014), screen-captured digital video feedback (Jones, et al, 2012), or online Skinquizition gaming with audience response systems such as TurningPoint (Schlegel & Selfridge, 2014). Mobile electronic devices including smartphones, tablets, laptops are also used for formative tasks and feedback (Wijtmans et al, 2014).…”

Section: Multi-media Feedbackmentioning

confidence: 99%

A review of tertiary formative assessment using digital technology in the past decade: what has been facilitated?

Tognolini

Hendry

et al. 2022

8th International Conference on Higher Education Advances (HEAd'22)

View full text Add to dashboard Cite

Assessments serve a pivotal component of any teaching and learning system, especially when they motivate and enhance better teaching and learning. Together with the seamless permeation of digital technology in universities, formative assessment(FA) using digital technology has been increasingly used at the tertiary level of educaiton in recent years. FA using digital technology plays an important role in the quality assurance of teaching and learning (and hence assessment) in nuniversities. How has the emerging digital technology efficiently served and enhance the formative teaching and learning in universities in the past decade? This study explores this issue by conducting a systematic review of peer-reviewed empirical papers on formative assessment using digital technology in universitites over the past decade. It is found that mainly four major aspects of FA has been facilitated by the emerging digital technology applied in higher education in past ten years. Keywords: formative assessment; digital technology; higher education

show abstract

Fun, collaboration and formative assessment: Skinquizition, a class wide gaming competition in a medical school with a large class

Cited by 21 publications

References 7 publications

Assessing the Impact of Voice‐Over Screen‐Captured Presentations Delivered Online on Dental Students’ Learning

Assessing the Impact of Voice‐Over Screen‐Captured Presentations Delivered Online on Dental Students’ Learning

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

A review of tertiary formative assessment using digital technology in the past decade: what has been facilitated?

Contact Info

Product

Resources

About