Quiz game teaching format versus didactic lectures

Aljezawi, Maʼen; ALBashtawy, Mohammed

doi:10.12968/bjon.2015.24.2.86

Cited by 37 publications

(41 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This format is very suitable especially in the medical fi eld because a lot of information can be conveyed to the students in a stressfree manner. Similar studies are repeatedly mentioned in the medical context [1,3,[5][6][7][8][12][13][14][15][16]21,22]. This study was limited to 30 questions (six blocks, fi ve questions each) per quiz round; each quiz round took one 45 min lesson.…”

Section: Discussionmentioning

confidence: 92%

“…Traditionally, in university didactics, lectures are used to convey content [6]. However, studies repeatedly show that new formats of knowledge acquisition offer clear benefi ts for students [6][7][8][9]. The content of knowledge is often at the centre of the teaching, which neglects the learning experience.…”

Section: Discussionmentioning

confidence: 99%

“…In the literature, the comparison is often made between two groups whose intervention consists of a lecture on the one hand and game-based learning on the other [6,7,9,15]. One group of participants would receive classical frontal instruction, while the other group would receive knowledge with the help of the "Jeopardy" quiz format.…”

Section: Discussionmentioning

confidence: 99%

“…More than 20 years ago, he recognised that game-based learning in a quiz-style show, such as "Jeopardy", produced an increase in knowledge [5]. There also exist a growing number of papers on this setting reporting mostly positive results [1,3,[5][6][7][8][9][10][11][12][13][14][15][16][17][18][19][20][21][22], research investigating differences between traditional lectures and GBL [6,7,9,14,15], however no one examined "active" players and "passive" listeners.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Game-based learning “Jeopardy” in dental education: A pilot study

Friedrich¹,

Moeltner²,

Rüttermann³

et al. 2019

J Dent Probl Solut

View full text Add to dashboard Cite

This randomised experimental pilot study is intended to contribute to the investigations about the learning success of students in their fi rst clinical semester of dentistry using game-based learning in "Jeopardy"-setting. In dentistry, there are no studies available on this learning and teaching context.All students from the fi rst clinical semester of the dentistry course at Goethe University Frankfurt am Main were included in this study (n=25). They underwent a pre-test with 39 multiple-choice questions (MCQ) and a 15-min solution time. The students were divided into two groups (active participants/players [A; n=13] and passive participants/listeners [P; n=12]) for the duration of two game-based learning units of "Jeopardy". Both groups then completed a post-test (39 MCQ, 15 min time). The intervention was evaluated with the help of a questionnaire to determine the satisfaction and learning behaviour of the students.An evaluation of the pre-and post-tests showed an average score increase of 2.08 points (P), with the active player group improving by 0.31P and the passive listener group improving by 4P.On the evaluation sheet, on a scale of 1-10, the setting was assessed positively by all participants (7.64±1.8); the questions asked whether self-study was stimulated (4.2±0.9 on a scale of 1-5). In addition, students indicated that they would recommend this setting to other students (4.0±0.9 on a scale of 1-5).In summary, game-based learning in "Jeopardy"-setting was assessed positively by both active and passive participants but did not facilitate a signifi cant increase in knowledge in either group.

show abstract

Section: Discussionmentioning

confidence: 92%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Game-based learning “Jeopardy” in dental education: A pilot study

Friedrich¹,

Moeltner²,

Rüttermann³

et al. 2019

J Dent Probl Solut

View full text Add to dashboard Cite

show abstract

“…The effectiveness and engagement potential of traditional teacher-centric lectures have been questioned by many scholars (Aljezawi & Albashtawy, 2015;Frederick, 1986;Khan, 2012;Middendorf & Kalish, 1996;Robinson & Kakela, 2006;Svinicki & McKeachie, 2006;Wilson & Korn, 2007). In parallel, the quality of our educational system continues to fall in comparison to other countries (OECD, 2012), students' grades keep lowering (Payne, 2008), and engagement consistently decreases as students get older (Brenneman, 2016, March 22).…”

Section: The Research Problemmentioning

confidence: 99%

Students' experiences with games and their academic potential : an interpretative phenomenological analysis

Pisano¹

View full text Add to dashboard Cite

The purpose of this research project was to explore students' gaming experiences in relationship to engagement and learning to expand our understanding of the essence of such experiences and produce valuable results for educators seeking to create a more student-centered learning environment, facilitate active learning, and increase students' engagement. Utilizing flow theory as theoretical framework and Interpretative Phenomenological analysis, this study explored the gaming and academic experiences of five college students. Participants' interviews, transcriptions, annotations and preliminary analysis led to the emergence of five core themes: (1) manifestations of flow; (2) engagement, expectations, and feelings; (3) health related issues in games; (4) social aspects of games and learning; (5) games, learning, and the real world. The analysis of participants' interviews and additional data pointed out a variety of engaging factors the typical classroom experience lacks, but that were found to be abundantly present in certain games. Several important implications were found and discussed. These included implications related to: engagement and active learning; motivation and feelings; social dynamics; teaching, learning, and the teachers' role; teaching, learning, and the real world; game based learning; institutional support and faculty development; and the gaming field. This study's findings supported the idea of incorporating games and gamification in the college classroom. Transporting certain factors present in games to the classroom in the form of positive and memorable experiences was not only desired by students but also important for their engagement and academic success.

show abstract