1313. Does Time Fly When Having Fun? A Study Assessing the Relationship Between Estimated Time on Task and Enjoyment of Infectious Diseases Serious Games

Abstract Background Mastering the fundamentals of infectious diseases (ID) requires students to memorize large volumes of material about pathogens, antibiotics, patients, and the interactions between the three. It is hypothesized that there is a positive relationship between time on task and engagement. The objective of this study was to explore the relationship between enjoyment of a serious game and the estimated time spent playing. Methods During a one-time session, students from two colleges of pharmacy engaged in three ID game-based active learning strategies each lasting a pre-specified time. These strategies included a card game about calculations (Fightin Figures, FF), a quiz game about antibiotic fundamentals (Rapid Rounds, RR), and a board game using NAPLEX practice examination questions (Pills and Placebos, PP). Students completed a survey for each game assessing enjoyment and estimated time spent playing each game. Results Eighty-four students participated. Demographics of the sample include female 53%, mean age 26.7 years, and mean GPA 3.6. Using a Likert scale from 1–10 (1 = not enjoyable, 10 = very enjoyable) student rated each game: FF 6.5 ± 2.2, RR 7.2 ± 2.3, PP 8.4 ± 1.8. The time estimation ratio, calculated by dividing the estimated time by the actual time for each game was 0.9 ± 0.5 for FF, 1.5 ± 0.6 for RR, and 1.0 ± 04 for PP. The percentage of students who underestimated time spent playing was 57% for FF, 8% for RR, and 41% for PP. There were no differences in time estimation ratio based on sex, age, or GPA. Conclusion Although a small study, there was no trend toward association of time underestimation and enjoyment of these teaching methods. Students enjoyed the board game PP the most yet the time estimation ratio was 1.0, indicating estimated and actual time on task were the same. Students enjoyed FF the least but this was the only game they underestimated time spent on task. Disclosures All authors: No reported disclosures.

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Faculty Beliefs about Intelligence Are Related to the Adoption of Active-Learning Practices

CBE—Life Sciences Education ◽

10.1187/cbe.17-05-0084 ◽

2018 ◽

Vol 17 (3) ◽

pp. ar47 ◽

Cited By ~ 8

Author(s):

Oriana R. Aragón ◽

Sarah L. Eddy ◽

Mark J. Graham

Keyword(s):

Active Learning ◽

Learning Strategies ◽

Growth Mindset ◽

Successful Implementation ◽

College Level ◽

Theories Of Intelligence ◽

Faculty Beliefs ◽

Learning Practices ◽

Active Learning Strategies ◽

The Relationship

Mounting evidence of the efficacy of active learning has prompted educators to consider adoption of these practices in college-level classrooms. One tenet of active learning is that most, if not all, students have the ability to learn. Instructors’ perspectives on learning, however, may or may not be aligned with this. One belief held by some educators is that intelligence is fixed, that is, some students are more intelligent and have a higher ability to learn than others. Instructors with a fixed mindset may not be convinced that their investment in developing active-learning materials will be as fruitful as the education evidence suggests, because these instructors may not believe that most students can grow in their learning. Here, we explored the relationship between fixed mindsets and the adoption of active-learning strategies. We found that instructors with higher fixed mindsets were less persuaded that active-learning strategies were a good idea and less likely to implement the teaching practices. Our research suggests that development initiatives should explicitly address educators’ lay theories of intelligence ( fixed or growth mindset) to support successful implementation of active learning.

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Obesity: the new metabolic frontier

Revista de Ensino de Bioquímica ◽

10.16923/reb.v2i2.142 ◽

2004 ◽

Vol 2 (2) ◽

pp. 10

Author(s):

D.K. Yokaichiya ◽

D.R. Araujo ◽

J.A. Silva ◽

B.B. Torres ◽

E. Galembeck

Keyword(s):

Learning Strategies ◽

Cellular Response ◽

Educational Software ◽

Teaching Strategy ◽

Educational Tool ◽

Chat Rooms ◽

Web Based ◽

Nutrition Course ◽

Active Learning Strategies ◽

The Relationship

Working on active learning strategies for web based courses, the Biochemical Education Research groupfrom USP and Unicamp;s departments of Biochemistry has developed the educational software Obesity:the new metabolic frontier. The software was designed to be used as a major reference to study thissubject on 2003 Biochemistry of Nutrition course, and was based on the most recent publications aboutobesity, specially concerning the leptin role in this metabolic disturb. The most relevant characteristicof this software is the use of animated models to represent the cellular response and the presentationof many other mechanisms involved in obesity. We also intended to focus the relationship betweenleptin and other mechanisms that lead to obesity. The teaching strategy consisted in providing thestudents with the software and a text about Obesity. After few days, they should discuss the topic ina two-hour synchronous discussions chat-rooms (specially designed for this purpose), with a TeachingAssistant;s (TA) help. After the discussion, the students were asked to answer an evaluation surveyabout the activity and the software ecience to the learning process. The TAs were asked to evaluatethe software as a tool to help in teaching process. In the following week the students had to go backto the chat-rooms for an online synchronous test. The results of this experience (students and TAssatisfaction) were very clear and stimulated us to go on with software development and to improvethe use of this kind of educational tool in Biochemistry classes.

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Active learning strategies and academic self-efficacy relate to both attentional control and attitudes towards plagiarism

Active Learning in Higher Education ◽

10.1177/1469787418765515 ◽

2018 ◽

Vol 21 (3) ◽

pp. 203-216 ◽

Cited By ~ 4

Author(s):

Andrew R du Rocher

Keyword(s):

Student Engagement ◽

Active Learning ◽

Learning Strategies ◽

Attentional Control ◽

Self Efficacy ◽

Negative Attitude ◽

Learning And Teaching ◽

Active Learning Strategies ◽

Study Motivation ◽

The Relationship

Active learning strategies, goals, values, self-efficacy and thus study motivation are all thought to affect the depth of student engagement with their work. Plagiarism is a common problem and must reflect a shallow level of student engagement. Cognitive perspectives on learning and teaching should consider how variations in attentional control might be implicated in both study motivation and plagiarism. This study aimed to elucidate the relationship between these variables, with the intention of informing learning and teaching practices. Increased self-efficacy, active learning strategies and learning values were robustly related to a more negative attitude towards plagiarism. Attentional control was unrelated to attitudes towards plagiarism, but was robustly related to increased self-efficacy and active learning strategies. Research concerning how both active learning and self-efficacy are affected by attentional control processes should be instrumental in improving teaching techniques. Increasing students’ active learning and self-efficacy during their degree should prove to be of particular utility when developing plagiarism interventions.

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Active Learning Strategies in Enhancing Learning among College Students

Handbook of Research on Educational Technology Integration and Active Learning - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-8363-1.ch010 ◽

2015 ◽

pp. 202-214

Author(s):

Caroline C. Chemosit ◽

John K. Rugutt ◽

Viviline Ngeno ◽

Dorothy Soi

Keyword(s):

College Students ◽

Active Learning ◽

Regression Model ◽

Learning Strategies ◽

Secondary Data ◽

Multiple Regression Model ◽

State University ◽

The Usa ◽

Active Learning Strategies ◽

The Relationship

This chapter explores the relationship between active learning strategies and skills and attributes that enhance learning (SAEL) among college students. Developing skills and attributes that enhance learning (SAEL) among college students is critical to student success and persistence in college. Additionally, SAEL help the students develop a sustained learning commitment while in college and after graduation. However, little evidence is there to show how higher education institutions are equipping students with SAEL. This study seeks to investigate if there is a relationship between active learning strategies (ALS) and SAEL. Secondary data from the 2007 National Survey of Student Engagement (NSSE) at a Midwestern state university in the USA were employed to examine the relationship between ALS and SAEL. The results of the analysis showed positive significant correlations between ALS and SAEL components, (p < 0.001). Multiple regression model showed that ALS predictor variables significantly predict SAEL, R2 = .196, R2adj = .188, F (7, 731) = 25.38, p < .001. The regression model accounts for 19.6% of variance in SAEL.

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Four Corners: an educational strategy for learning infectious diseases in medical school

Revista Brasileira de Educação Médica ◽

10.1590/1981-5271v45.3-20200557.ing ◽

2021 ◽

Vol 45 (3) ◽

Author(s):

Bárbara Labella Henriques ◽

Maria Claudia Stockler Almeida ◽

Ronaldo Cesar Borges Gryschek ◽

Vivian Avelino-Silva

Keyword(s):

Medical Education ◽

Active Learning ◽

Infectious Diseases ◽

Learning Strategies ◽

Learning Strategy ◽

Case Vignette ◽

Active Teaching ◽

Four Corners ◽

Active Learning Strategies ◽

Active Learning Strategy

Abstract: Introduction: An extensive literature has demonstrated the benefits of active learning in medical education and has revealed the need for updating the teaching methodologies. Active learning strategies consolidate the theoretical knowledge, while simultaneously encouraging the student´s concrete abilities. Nonetheless, remodeling the pedagogical practice is challenging. Several active learning strategies are available and selecting the most suitable one is often a matter of format, not of content. In this article, we discuss the experience of the ‘Four Corners’ technique in the teaching of Infectious Diseases during the internship at our institution. Experience report: The four corners strategy can be adapted to different topics and should be implemented as follows: 1. pre-activity learning: students receive the supportive material for previous analysis; 2. Preparation of the room: each of the four corners is labeled with a different case vignette; 3. Dividing tasks: the specific assignments are divided among the students; 4. Activity: the students read the case vignette and discuss the questions, while the mediator has an observer’s role, and 5. Debriefing: final discussion with all participants led by the mediator. The entire process takes from 2h30 to 3 hours. Discussion: The educational process emerges from the learner´s experience. Many instructors working in higher education believe they promote critical thinking and active teaching during their classes; however, the percentage of teachers who regularly use active teaching strategies is still low. A range of different active learning strategies have been described and many can be adapted to different scenarios; most approaches change the nature of the learning experience but do not always require a change in the given subject. The Four Corners technique is an active learning strategy that promotes debate and exchange of ideas among students. Conclusion: This experience report describes an active learning strategy for the teaching of Infectious Diseases to medical students. The medical education improvement goes through highlighting the teacher’s role as a mediator of the learning process; proposing new teaching strategies is challenging and requires frequent adjustments. The Four Corners strategy improves student’s engagement with the learning process, and it is an efficient strategy to comprise an extensive theoretical content in a relatively short discussion time.

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The Success of The Teaching Methods of Prophet Muhammad (PBUH) in Engineering Education

Journal of Islam and Science ◽

10.24252/jis.v7i2.15038 ◽

2020 ◽

Vol 7 (2) ◽

pp. 61

Author(s):

Zin Eddine Dadach

Keyword(s):

Active Learning ◽

Engineering Education ◽

Learning Strategies ◽

Teaching Methods ◽

Effective Teachers ◽

Positive Impact ◽

Teaching Methodology ◽

Average Performance ◽

Educational Methods ◽

Active Learning Strategies

Literature has shown that effective teachers have succeeded in making students feel good about school and learning, thus increasing student achievement. Moreover, students in an actively taught class do a better job of learning (memorizing) the material they are exposed to, compared to those in a passively taught section. The main goal of this paper is to show that the teaching methods of Prophet Muhammad (PBUH) are successful tools for engineering education. First, to fully deliver his message, Prophet Muhammad (PBUH) addressed the hearts of followers to become the beloved one in order to inspire them to listen to his message. Secondly, in order to maximize the effects of his message, he used a type of speech that made his followers think during his educational methods. He utilized analogies and active learning strategies to enhance the imagination and curiosity of the listeners. As utilized by The Prophet (PBUH), the literature review highlights the use of analogies and active learning have a positive impact on both performance and the motivation of students to learn. Moreover, these teaching strategies engage students in higher thinking to be deeply involved in learning. From this perspective, the success of the utilization of the teaching methodology of our Beloved Teacher (PBUH) is demonstrated by the fact that the performance of thirty-eight (69%) students was higher in a process control course than the average performance in the department. Additionally, the results also show that the combined methodology, including analogies and active learning, increased the intrinsic motivation of twenty-two (40%) students.

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