Background: Many instructors use trivia-style review games to encourage self-testing, increase student engagement, and promote collaboration. However, most published examples of review games include trivia questions only, rather than activities that incorporate kinesthetic learning. Objective: We evaluate a review activity modeled after the game Cranium, which includes charades, pictionary, sculpting, and trivia questions. Method: In Pilot Study 1, general psychology students ( n = 25) completed a self-report evaluation of Cranium, and we compared performance on exam items practiced during Cranium versus control items. In Pilot Study 2, students ( n = 23) were assigned to review for a mock exam via Cranium, a trivia-only version of Cranium, or a practice question review. Results: Students rated Cranium as enjoyable and useful, though not more so than comparison activities, and Cranium elicited similar exam performance to comparison activities. Conclusion: Cranium is similar, not superior, to trivia-only and practice question review activities in terms of student perceptions and exam performance. Teaching Implications: Cranium provides an additional tool for instructors to engage students in team-based review activities in general psychology. Games that incorporate self-testing are likely useful for student engagement and learning, and the specific choice of activity may depend on instructor and student preference.
