It’s a game! Evaluation of a classroom game to enhance learning in an introductory counseling course<sup>1</sup>

Robison, Floyd F.

doi:10.2466/07.08.it.3.10

Cited by 7 publications

(15 citation statements)

References 34 publications

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“…Written comments from student evaluations were also overwhelmingly positive in reference to the fast pace, intense competition, and effectiveness of the game for learning (Table 1). This assessment adds to the growing body of evidence in favor of using classroom games as learning tools to review course material (8–10).…”

Section: Resultsmentioning

confidence: 99%

The Use of a Fast-Paced, Competitive Drawing Game as a Student-Approved Review Strategy for Microbiology

Mosovsky

2018

J Microbiol Biol Educ.

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This competitive drawing game, much like the “All Play” round of the popular board game Pictionary™, is a fast-paced, energy-rich review game, proven to keep students entertained, engaged, and learning. One representative from each of two competing teams simultaneously draw the same secret microbiology term, while their teammates frantically guess. The first team to correctly guess the word or phrase, wins a point. Unlike traditional Pictionary rules where only one team draws at a time, pitting teams against each other seems to increase the energy and engagement of student drawers and guessers, and allows every student to participate in each round of the game. Drawing microbiology terms not only helps strengthen associations between form and function, a crucial theme in microbiology, but also forces students to think differently and creatively about how to convey scientific terms through pictures. In addition, the game encourages simple recall of terms and definitions from past chapters. After one team has correctly guessed the secret term, all students participate in answering rapid-fire review questions related to the term. The result is a fun and stimulating review session of microbiology. In an anonymous survey administered after the game, about 94% of students found the activity to be an “effective” or “very effective” strategy to review previously covered material from the course. Out of those who participated in the survey, 100% rated the drawing game as a fun classroom activity, and 98% would recommend it for future semesters.

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Section: Resultsmentioning

confidence: 99%

The Use of a Fast-Paced, Competitive Drawing Game as a Student-Approved Review Strategy for Microbiology

Mosovsky

2018

J Microbiol Biol Educ.

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“…The group activity can be implemented in all education levels. Moreover, it also can provide information regarding many aspects, thus the individual can obtain more knowledge to develop their potentials well, as what the objective of guidance and counseling service provides (Robison, 2014).…”

Section: Discussionmentioning

confidence: 99%

Implementation of group activity to solve academic Burnout elementary school students

Wangid

Purwanti

2020

J. Prim. Edukasia

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Academic burnout in elementary school students is very important to note because in this elementary school all academic experience will be formed. Failure to experience education in elementary schools properly will have a wide and disparate impact on the lives of students. This study aims to reduce the academic burnout experienced by elementary school students. For this reason, collaborative action research is conducted between teachers and researchers. Collaborative research, since planning, implementing, monitoring, and evaluating, as well as reflection is carried out jointly between teachers and researchers. The study subjects were five low-grade students who showed symptoms of experiencing academic burnout. Application of group activities as actions in the form of three games for students, namely picture puzzles, serialized stories, and throwing balls. Observation and interview as the main technique in collecting data. Qualitative analysis is used to analyze the process and results of actions. The results showed that the application of group activities was effective in reducing the academic burnout of five research subjects. All students showed positive changes in behavior, no longer showing symptoms of emotional fatigue, depersonalization, and feelings of inferiority or inadequacy. Research implications and recommendations are discussed.

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“…Engagement is measured as interest in the activity and subject matter. 24 We would like to highlight that most previ-ous studies do not address engagement in a remote learning environment. Moreover, although gamification is a popular educational strategy, it has not been widely explored or adopted in BME.…”

Section: Novel Initiativementioning

confidence: 99%

“…6 Our goals in playing the Bingo game were to increase engagement in the virtual classroom, within the biofluid mechanics' course. Engagement is evaluated as interest in the game activity 24 and by collecting the student feedback in an anonymous survey. 22 We distributed the survey after playing Bingo to determine if students felt more engaged and attentive in the class while participating in the game.…”

Section: Evaluation and Reflectionmentioning

confidence: 99%

Academic Games as a Form of Increasing Student Engagement in Remote Teaching

Dorfner

Zakerzadeh

2021

Biomed Eng Education

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It’s a game! Evaluation of a classroom game to enhance learning in an introductory counseling course¹

Abstract: CITATION Robison, F. F. (2014) It's a game! INNOVATIVE TEACHING Ammons Scientifi c www.AmmonsScientifi c.com CITATION Robison, F. F. (2014) It's a game! Evaluation of a classroom game to enhance learning in an introductory counseling course. Innovative Teaching, 3, 10.

Cited by 7 publications

References 34 publications

The Use of a Fast-Paced, Competitive Drawing Game as a Student-Approved Review Strategy for Microbiology

The Use of a Fast-Paced, Competitive Drawing Game as a Student-Approved Review Strategy for Microbiology

Implementation of group activity to solve academic Burnout elementary school students

Academic Games as a Form of Increasing Student Engagement in Remote Teaching

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It’s a game! Evaluation of a classroom game to enhance learning in an introductory counseling course1

Abstract: CITATION Robison, F. F. (2014) It's a game! INNOVATIVE TEACHING Ammons Scientifi c www.AmmonsScientifi c.com CITATION Robison, F. F. (2014) It's a game! Evaluation of a classroom game to enhance learning in an introductory counseling course. Innovative Teaching, 3, 10.

Cited by 7 publications

References 34 publications

The Use of a Fast-Paced, Competitive Drawing Game as a Student-Approved Review Strategy for Microbiology

The Use of a Fast-Paced, Competitive Drawing Game as a Student-Approved Review Strategy for Microbiology

Implementation of group activity to solve academic Burnout elementary school students

Academic Games as a Form of Increasing Student Engagement in Remote Teaching

Contact Info

Product

Resources

About

It’s a game! Evaluation of a classroom game to enhance learning in an introductory counseling course¹