Using the Crossword Puzzle Exercise in Introductory Microeconomics to Accelerate Business Student Learning

Lin, Tin-Chun; Dunphy, Steven M.

doi:10.1080/08832323.2011.649312

Cited by 15 publications

(14 citation statements)

References 7 publications

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“…This finding corresponds with studies conducted by Songur (2006), Saxena et al (2009), Whisenand andDunphy (2010) and Gürdal and Arslan (2011). Doing online puzzle activities accelerates learning for students and helps them learn networking terms (Franklin et al, 2003;Kalyani, 2007;Lin and Dunphy, 2012;Parsons and Oja, 2008;Whisenand & Dunphy) also support that finding. The statements of students that they like online puzzle activity, want to learn with these activities again and desire to see puzzles in other courses can be explained by motivation, one of the basic principles of learning.…”

Section: Conclusion and Suggestionsmentioning

confidence: 89%

An alternative evaluation: online puzzle as a course-end activity

Genç

Aydemir

2015

Interactive Technology and Smart Education

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this study is to determine whether the use of online puzzles in the instructional process has an effect on student achievement and learning retention. This study examined students' perception and experiences on use of puzzle as an alternative evaluation tool. To achieve this aim, the following hypotheses were tested: using puzzle activities in lessons increases student achievement, using puzzle activities in lessons increases retention of information learned by the students and students have positive attitudes toward using puzzle activities in lessons. This study uses an online puzzle system (OPS) by which instructors can prepare puzzle activities for students to solve online. The technical and functional properties of the OPS developed and used are beyond the scope of this study. Design/methodology/approach -A pre-and post-test with control group experimental research design was implemented. Study participants were tenth-grade students in the Information

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Section: Conclusion and Suggestionsmentioning

confidence: 89%

An alternative evaluation: online puzzle as a course-end activity

Genç

Aydemir

2015

Interactive Technology and Smart Education

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“…In addition to the goal-setting strategy, professors may also provide active learning exercises, such as the use of game-play in the classroom, to promote students' motivation to learn and encourage students' participation (e.g., Mahmoud and Tanni, 2014;Lin and Dunphy, 2013). As noted by Lin and Dunphy (2013), game-play learning may serve as an important pedagogical method. The intent of game-play is to promote students' motivation to learn/interest in learning models and help them easily learn abstract and complicated concepts.…”

Section: Strategy Suggestionmentioning

confidence: 99%

An Investigation of the Relationship between In-Class and Out-of-Class Efforts on Student Learning: Empirical Evidence and Strategy Suggestion

Lin

2016

JoSoTL

Self Cite

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In this paper we explore and discuss an important research question in higher education – is there a trade-off relationship between in-class and out-of-class efforts for students? We used an empirical model to test the trade-off hypothesis between these two efforts. We identified a trade-off between in-class and out-of-class efforts, especially for those students who do not perform well on examinations. We clarified possible reasons for this relationship in a lower-performing student group and noted potentially harmful implications for higher education. We recommended that instructors work individually with students in setting appropriate goals for each exam and frequently offering feedback. Doing so can strengthen rapport between students and faculty, thereby enhancing students’ motivation to learn and confidence in utilizing faculty as a learning resource. We also recommended a classroom-based game play strategy to promote students’ motivation to learn and encourage their participation.

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“…Nursing students found crossword puzzles effective in alleviating the ennui often associated with the learning and rote memorization of basic research terminology (Brand, ). A study in which business majors did a crossword puzzle that focused on microeconomics terms found that the experimental group, which used the puzzle to study for a quiz, scored significantly higher on the quiz than the control group, which used a traditional study guide handout (Lin & Dunphy, ). A course on adolescent development found that students who used a crossword puzzle as a collaborative study tool for an exam preferred it to preparing for the exam individually outside of class (Weisskirch, ).…”

Section: Crossword Puzzle Studiesmentioning

confidence: 99%

“…However, numerous studies have shown that doing crossword puzzles has cognitive benefits (Campbell, ). Lin and Dunphy (), for instance, note that crosswords improve “spelling, reasoning, making inferences, evaluating choices, and drawing conclusions. Further, the exercise may enhance an individual's ability to memorize words” (p. 88).…”

Section: Crossword Puzzle Benefitsmentioning

confidence: 99%

The Potential of Crossword Puzzles in Aiding English Language Learners

Merkel

2016

TESOL Journal

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In an academic environment, teachers utilize crossword puzzles to help students learn or remember terminology. Outside the classroom, typically in daily newspapers, crosswords aid in vocabulary development, used as a learning tool, a leisure activity, or both. However, both the content and the grid structure of the crosswords in these two environments differ greatly. Consequently, English language learners (ELLs) may struggle to adapt to the challenging grid as well as the U.S. culture-centric focus of a daily crossword. The purpose of this article is thus to consider as a vocabulary learning task a crossword puzzle whose content is designed specifically for ELLs, yet still abides by the grid structure of a daily crossword. Three graduate school-level ELLs worked on such a crossword; their thoughts on doing a crossword were analyzed through a written survey and discussion that was recorded and transcribed. Results reveal that participants were frustrated by the cultural components and context-less nature of the puzzle when working alone, but felt more positive and made substantial progress when working collaboratively.

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Using the Crossword Puzzle Exercise in Introductory Microeconomics to Accelerate Business Student Learning

Cited by 15 publications

References 7 publications

An alternative evaluation: online puzzle as a course-end activity

An alternative evaluation: online puzzle as a course-end activity

An Investigation of the Relationship between In-Class and Out-of-Class Efforts on Student Learning: Empirical Evidence and Strategy Suggestion

The Potential of Crossword Puzzles in Aiding English Language Learners

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