Abstract
Introduction
Relying on specific rules and goals, game-based learning is a form of blended and interactive learning that engages students in fun, interactive tasks to encourage knowledge acquisition and retention. Various forms of gaming have been used in medical, nursing and allied health education. Adult learning theory further supports game-based learning and it provides the students with formative feedback to promote application of their knowledge. ‘Jeopardy’ is a popular TV game show that has been used in many training programs. The modified version of quiz-based game ‘Jeopardy’ has been developed in our Medical Radiation Science program to enhance learning and retention of radiographic image interpretation concepts.
Aim
This case study reports fourth year students’ attitudes on the utility of ‘Jeopardy’ as one of the game-based learning tools during their pre-clinical workshop.
Methods
A modified ‘Jeopardy’ was created using Factitle.com. A flipped-classroom model was utilised to familiarize students with the concepts of eponymous fractures in radiography with the aid of reading materials. This was followed by the ‘Jeopardy’ game during the pre-clinical workshop. This session was mandatory (n=46) wherein students were randomly assigned into six teams. Comments from the end-of-course evaluation (MyCourseEvaluations) for the 2019 cohort evaluated student perceptions of Jeopardy as a learning modality.
Results
Fifty percent of students (n=23) responded to ‘MyCourseEvaluations’ for 2019, These responses indicated that the students found ‘Jeopardy’ fun, interactive and helpful in knowledge acquisition and retention. One common theme of the open responses was that ‘Jeopardy’ helps retain current knowledge and reinforce their existing knowledge from second and third years.
Conclusion
The findings are consistent with the results from prior studies of game-based learning. Our fourth-year students would recommend ‘Jeopardy’ as an interactive learning modality for enhancing knowledge retention.
Relying on specific rules and goals, game-based learning is a form of blended and interactive learning that engages students in fun, interactive tasks to encourage knowledge acquisition and retention. Various forms of gaming have been used in medical, nursing and allied health education. Adult learning theory further supports game-based learning and it provides the students with formative feedback to promote application of their knowledge. ‘Jeopardy’ is a popular TV game show that has been used in many training programs. The modified version of quiz-based game ‘Jeopardy’ has been developed in our Medical Radiation Science program to enhance learning and retention of radiographic image interpretation concepts.
Aim
This case study reports fourth year students’ attitudes on the utility of ‘Jeopardy’ as one of the game-based learning tools during their pre-clinical workshop.
Methods
A modified ‘Jeopardy’ was created using Factitle.com. A flipped-classroom model was utilised to familiarize students with the concepts of eponymous fractures in radiography with the aid of reading materials. This was followed by the ‘Jeopardy’ game during the pre-clinical workshop. This session was mandatory (n=46) wherein students were randomly assigned into six teams. Comments from the end-of-course evaluation (MyCourseEvaluations) for the 2019 cohort evaluated student perceptions of Jeopardy as a learning modality.
Results
Fifty percent of students (n=23) responded to ‘MyCourseEvaluations’ for 2019, These responses indicated that the students found ‘Jeopardy’ fun, interactive and helpful in knowledge acquisition and retention. One common theme of the open responses was that ‘Jeopardy’ helps retain current knowledge and reinforce their existing knowledge from second and third years.
Conclusion
The findings are consistent with the results from prior studies of game-based learning. Our fourth-year students would recommend ‘Jeopardy’ as an interactive learning modality for enhancing knowledge retention.
| Original language | English |
|---|---|
| Pages | 57-57 |
| Number of pages | 1 |
| Publication status | Published - 2020 |
| Externally published | Yes |