This session aims to present the results of a study evaluating whether anatomy quiz games prior to a class increased student engagement knowledge acquisition and retention. The study used a randomised crossover design using videography and student tagging to measure behavioural engagement alongside the more traditional approach using a modified NSSE. There were three conditions (control 15 min quiz games 15 min quiz-games + question generation) compared using a Socrative quiz at the beginning and end to measure knowledge retention and acquisition. A framework for integrating this into a teachers’ toolkit will also be presented.
Advance HE Teaching & Learning Conference 2018: Mobile learning games before Anatomy class: Can they make up for lack of pre-session preparation?
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