Weekly group performance is displayed in the top panel. Mean percentage correct on quizzes for students who played the review game and participated in the attention control. study by examining the effects of game activities that involved student- (rather than instructor-) generated questions and answers over the material on college students' subsequent quiz performance. We therefore systematically extended the Neef et al. It may be that combining features of each of the review formats would be more effective. Furthermore, mean quiz scores following the two review formats were improved only slightly relative to those of students who elected not to participate in review sessions. Despite improvements relative to baseline, however, there was little difference between the two formats on participants' subsequent quiz scores. The results of an alternating treatments design counterbalanced across two course sections indicated that review sessions conducted in either format were well attended. (2007) compared optional study sessions conducted in a game format (e.g., Jeopardy, Who Wants to Be a Millionaire) to a student-directed question-and-answer format in a research methods course. Although games as study aids for college students have been described favorably in the educational literature ( Gibson, 1991 Walters, 1993), few experimental investigations have been reported. A potential means of motivating studying is through the use of games as a study aid. College students often do not study effectively or devote sufficient time to studying ( Emanuel et al., 2008 Houston, 1987 Thomas, Bol, & Warkentin, 1991).
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