You Can Be in <i>Jeopardy</i>

Ford, Donna A.; Brown, Dianne M.

doi:10.1016/s0001-2092(06)63395-4

Cited by 6 publications

(4 citation statements)

References 5 publications

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“…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%

“…In 1996, Ford et al [5], fi rst described the "Jeopardy" game format in a study on the didactic training of nurses [5]. 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].…”

Section: Introductionmentioning

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%

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

Friedrich¹,

Moeltner²,

Rüttermann³

et al. 2019

J Dent Probl Solut

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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.

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Section: Discussionmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

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

“…[4][5][6][7][8] Also, dental and nursing schools have utilized jeopardy for education beyond traditional didactic learning. 9,10 In all of these applications, participants viewed jeopardy as a fun event that can inspire competition and engage learners outside of a standard lecture. To the author's knowledge, jeopardy has not been described for educational use in a general surgery resident curriculum.…”

Section: Introductionmentioning

confidence: 99%